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" Using Process Drama Strategies to Support Students? Co-construction of Meanings from Literary and Religious Texts: "
Rifai, Irfan
Warner, Christine
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1107323
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| Doc. No
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TLpq2440638090
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| Main Entry
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Rifai, Irfan
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Warner, Christine
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| Title & Author
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Using Process Drama Strategies to Support Students? Co-construction of Meanings from Literary and Religious Texts:\ Rifai, Irfan Warner, Christine
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| College
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The Ohio State University
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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256
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| Abstract
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The purpose of this study is to examine student and teacher talk as they co-constructed meanings from literary texts and from Islamic religious texts with the supports of select process drama strategies. After the exploration of the nature of classroom discourse in the dramatic sessions, comparisons were made between the talk students made during the implementation of storytelling and other process drama strategies (Dramatic Sessions, DS) and the talk that occurred during the Non-Dramatic regular classroom sessions (ND). Guided by Vygotsky’s (1978) constructivism or theory of social development, Mercer’s (2000) theory of sociocultural discourse, and Rosenblatt’s (2000) transactional theory of reading, I aimed to answer the overarching question: What is the nature of teacher and student interaction interactions when making meaning from novels and stories from the Quran through storytelling and process drama strategies as indicated by their discourse strategies and nonverbal cues in interactions. The overarching question was stretched into three research inquiries. To answer the first question, I explored the nature of talk in the religious class and in the language arts class to find whether they were dialogic or authoritative, cohesive or incohesive, and thoughtful or affective. Then, through the analysis of teacher and student talk, I described both second grade and fifth grade teacher and student discursive strategies while co-constructing meaning from religious and literary texts. In answering the third question, I presented an argument regarding how and why the inclusion of drama strategies influenced the classroom interactions in talking about texts. I conducted a five-month qualitative case study with a group of second graders in their AQIS class (Arabic, The Quran, and Islamic Studies) class and a group of fifth grade students in their English Language Arts (ELA) class by using Constructivist Grounded Theory (Charmaz, 2006; Thornberg & Charmaz, 2012) and Discourse Analysis (Bloome et al., 2005; Rex & Schiller, 2010) theories and methodologies. The data for the study were collected through video and audio recording of student and teacher interactions, participant interviews, and documents of participants’ work. Through analysis of teacher and student interactions and discourses, interviews, field notes, analytic memos, and documents of student work, I constructed the recurring themes of student – teacher interactions during the implementations of process drama strategies. Through presentation of key interactions from the transcripts, I provided the evidence of (a) the distinctive nature of the classes’ interactions and talk in the creation of knowledge, such as the juxtapositions between dialogic vs authoritative, cohesive vs incohesive, and thinking vs aesthetic response, (b) the teachers’ distinguished use of language / discursive strategies in interacting and co-constructing meaning with students, (c) the students’ use of language for interacting and co-constructing meaning, and (d) the influences of process drama strategies on the participants’ interactions and meaning making processes. This study offers practical insights for literacy teachers and instructors in scaffolding and creating supporting contexts for making meaning from text and with each other.
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Language arts
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Reading instruction
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Religious education
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