Diversity, Inclusion and the Learning, Speaking Body in the Empty Space
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The document presents a program named 'English in Action', designed to provide inclusive English education in various remedial schools across Buenos Aires, including facilities for children with disabilities. It highlights the theoretical underpinnings related to the speaking, learning body and the influence of drama on education. The program aims to enhance learning experiences through multisensory activities and to promote equal opportunities for all learners.
![ReferencesReferences
Gullberg, M. ‘Multilingual Multimodality: ‘Communicative Difficulties and Their Solutions in Second LanguageGullberg, M. ‘Multilingual Multimodality: ‘Communicative Difficulties and Their Solutions in Second Language
Use’, in: Streek, J., Goodwin C. and LeBaron, C. (2011). Embodied Interaction. Language and Body in theUse’, in: Streek, J., Goodwin C. and LeBaron, C. (2011). Embodied Interaction. Language and Body in the
Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152.Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152.
Cambridge University Press.Cambridge University Press.
Adam, Hajo, and Adam D. Galinsky. “Enclothed Cognition.” Journal of Experimental Social Psychology 48,Adam, Hajo, and Adam D. Galinsky. “Enclothed Cognition.” Journal of Experimental Social Psychology 48,
no. 4 (2012): 918– 25.no. 4 (2012): 918– 25.
Arnott, S. (2005). The Accelerative Integrated Method: A descriptive case study. Published MA thesis ofArnott, S. (2005). The Accelerative Integrated Method: A descriptive case study. Published MA thesis of
Education , Department of Curriculum, Teaching and Learning, University of Toronto.Education , Department of Curriculum, Teaching and Learning, University of Toronto.
Baldwin, P. (2004). With Drama in Mind. Stafford, UK: Network Educational Press.Baldwin, P. (2004). With Drama in Mind. Stafford, UK: Network Educational Press.
CHILD Covenant. (2012) Available at: http://www.cfed.co/cfee/wp-content/uploads/2012/11/PSP2012-CHILD Covenant. (2012) Available at: http://www.cfed.co/cfee/wp-content/uploads/2012/11/PSP2012-
CHILD-COVENANT.pdfCHILD-COVENANT.pdf [Accessed 22/03/15][Accessed 22/03/15]
Cummins,J..and Swain, M.(1996). Bilingualism in Education. London and New York: LongmanCummins,J..and Swain, M.(1996). Bilingualism in Education. London and New York: Longman
Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes.Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes.
Diaz Rico, L.T. (2007).Diaz Rico, L.T. (2007). Reimagining second language acquisition as Performative Practice in Jun Liu (Ed.)Reimagining second language acquisition as Performative Practice in Jun Liu (Ed.)
English Language Teaching in China: New Approaches, Perspectives and Standards (pp. 91-106), London,English Language Teaching in China: New Approaches, Perspectives and Standards (pp. 91-106), London,
UK: Continuum International Publishing group.UK: Continuum International Publishing group.
Heathcote, D. Ed. Johnson L and O’Neill Cecily. (1984). Collected Writings on Education and Drama. Illinois:Heathcote, D. Ed. Johnson L and O’Neill Cecily. (1984). Collected Writings on Education and Drama. Illinois:
NWU Press.NWU Press.
Hillyard, S. (2015).Hillyard, S. (2015). The Profile and Practice of Fifteen Teachers working in English in Action. ChallengingThe Profile and Practice of Fifteen Teachers working in English in Action. Challenging
ELT Practices in SEN Education.ELT Practices in SEN Education. Cited in Giannikas, C.N.; McLaughlin, L., Fanning, G. & Deutsch Muller,Cited in Giannikas, C.N.; McLaughlin, L., Fanning, G. & Deutsch Muller,
N. (Eds.). Children Learning English: from research to practice. Reading, UK: Garnet Publishing Ltd.N. (Eds.). Children Learning English: from research to practice. Reading, UK: Garnet Publishing Ltd.](https://image.slidesharecdn.com/divinclusionthesplearnbodyfaapi2015-151210213552/85/Diversity-Inclusion-and-the-Learning-Speaking-Body-in-the-Empty-Space-40-320.jpg)
![ Hillyard, S. (2012).Hillyard, S. (2012). Creating an Inclusive Learning Experience for English Language Learners with Specific Needs. CaseCreating an Inclusive Learning Experience for English Language Learners with Specific Needs. Case
Study 6Study 6 Available at:Available at: [Accessed 22/03/15][Accessed 22/03/15] www.teachingenglish.org.uk/sites/teacheng/files/B480_Specialwww.teachingenglish.org.uk/sites/teacheng/files/B480_Special
%20Need_Publication_A4_V5_Final_MR.pdf%20Need_Publication_A4_V5_Final_MR.pdf
Jarvis, P.Jarvis, P. Paradoxes of Learning: On Becoming an Individual in SocietyParadoxes of Learning: On Becoming an Individual in Society (1992). California: Josey-Bass Inc.(1992). California: Josey-Bass Inc.
Johnson, L., & O’Neill, C. (Eds.). (1984).Johnson, L., & O’Neill, C. (Eds.). (1984). Dorothy Heathcote’s Collected Writings on Education and Drama.Dorothy Heathcote’s Collected Writings on Education and Drama. Evanston,Evanston,
IL: Northwestern.IL: Northwestern.
Kolb, D.A. (1984).Kolb, D.A. (1984). Experiential Learning.Experiential Learning. New Jersey, USA: Prentice Hall Inc.New Jersey, USA: Prentice Hall Inc.
Krashen, S. (1982).Krashen, S. (1982). Principles andPrinciples and Practice of Second Language Acquisition.Practice of Second Language Acquisition. Available at:Available at:
http://www.sdkrashen.com/content/books/principles_and_practice.pdfhttp://www.sdkrashen.com/content/books/principles_and_practice.pdf [Accessed 22/03/15][Accessed 22/03/15]
Krashen, S., & Bland, J.(2014). Compelling Comprehensible Input, Academic Language and School Libraries.Krashen, S., & Bland, J.(2014). Compelling Comprehensible Input, Academic Language and School Libraries.
CLELE Journal,CLELE Journal, 2 (2) : 1-12 Available at:2 (2) : 1-12 Available at: http://clelejournal.org/article-1-2/http://clelejournal.org/article-1-2/ [Accessed 22/03/15][Accessed 22/03/15]
Lozanov, S. Suggestopaedia (1978) Available at:Lozanov, S. Suggestopaedia (1978) Available at: http://www.learningdoorway.com/georgi-lozanov.htmlhttp://www.learningdoorway.com/georgi-lozanov.html
[Accessed 22/03/15][Accessed 22/03/15]
Maxwell W. (2004). The Accelerated Integrated Method: a holistic approach to the teaching of French as aMaxwell W. (2004). The Accelerated Integrated Method: a holistic approach to the teaching of French as a
second language. Réflexions. second language. Réflexions. J. Can. Assoc. Sec. Lang. Teach.J. Can. Assoc. Sec. Lang. Teach.AvailableAvailable
at: at: http://www.caslt.org/resources/french-sl/research-articles-core-french_aim_en.phphttp://www.caslt.org/resources/french-sl/research-articles-core-french_aim_en.php
O’Neill, C. (2014).O’Neill, C. (2014). Dorothy Heathcote on Education and Drama: Essential writingsDorothy Heathcote on Education and Drama: Essential writings London: RoutledgeLondon: RoutledgeKao, S. M. andKao, S. M. and
O’Neill C. (1998)O’Neill C. (1998) Words into Worlds: Learning a Second Language Through Process Drama.Words into Worlds: Learning a Second Language Through Process Drama. London: JAI Press LtdLondon: JAI Press Ltd..
UK: Open University Press.UK: Open University Press.
O’Neill, C. and Lambert, P. (1982).O’Neill, C. and Lambert, P. (1982). Drama StructuresDrama Structures. Cheltenham, UK: Nelson Thornes.. Cheltenham, UK: Nelson Thornes.
Ponniah, R. J. & Krashen, S. (2008). The Expanded Output HypothesisPonniah, R. J. & Krashen, S. (2008). The Expanded Output Hypothesis IJFELT Journal Fall 2008 :IJFELT Journal Fall 2008 :2-32-3 AvailableAvailable
at:at: http://www.tprstories.com/ijflt/IJFLTfall08.pdfhttp://www.tprstories.com/ijflt/IJFLTfall08.pdf [Accessed 22/03/15][Accessed 22/03/15]
Vygotsky, L. S. (1980).Vygotsky, L. S. (1980). Mind in SocietyMind in Society. Stamford, USA: Harvard University Press.. Stamford, USA: Harvard University Press.
Wilkinson, J. A. (2000).Wilkinson, J. A. (2000). The Power of Drama in English Language Learning: The Research Evidence.The Power of Drama in English Language Learning: The Research Evidence. CEO WorldCEO World
Wellness Inc. The Ontario Institute for Studies in Education of The University of Toronto. Available at:Wellness Inc. The Ontario Institute for Studies in Education of The University of Toronto. Available at:
http://etlc.wtuc.edu.tw/quarterly/Q-27.htmhttp://etlc.wtuc.edu.tw/quarterly/Q-27.htm [Accessed 22/03/15][Accessed 22/03/15]
](https://image.slidesharecdn.com/divinclusionthesplearnbodyfaapi2015-151210213552/85/Diversity-Inclusion-and-the-Learning-Speaking-Body-in-the-Empty-Space-41-320.jpg)
Diversity, Inclusion and the Learning, Speaking Body in the Empty Space
- 1. Diversity, Inclusion and the Speaking, Learning Body in ELT Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons) http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/
- 2. g hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning AbstractAbstract This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
- 3. Questions for todayQuestions for today What is the Speaking Body in the Empty Space? What is the Learning Body/Embodiment? What is Performative Activity? What is Inclusion? What is Enclothed Cognition? What is SEN? What are SLDs? How do we do it?
- 4. Four Little MonkeysFour Little Monkeys
- 7. Dorothy HeathcoteDorothy Heathcote Drama has long been used inDrama has long been used in education in the UKeducation in the UK a pioneer of Educational Drama in the 60sa pioneer of Educational Drama in the 60s the creator of Drama training in ITTthe creator of Drama training in ITT promoted Drama as a tool for learning forpromoted Drama as a tool for learning for all in the regular curriculum and in allall in the regular curriculum and in all subjects at primary and secondary levelssubjects at primary and secondary levels fostered an awareness of a social consciencefostered an awareness of a social conscience through Dramathrough Drama
- 8. Action Songs
- 9. Her deeply held mission to bring joy and challenge into learning: in townships such as Soweto in South Africa in New Zealand with Maori communities in the depths of inner cities in the UK in numerous countries throughout Europe, Asia, Africa, North America and Australasia in borstal institutions in the UK and USA in residential care homes and learning centres for people with significant disability in special schools and with those who work with very vulnerable people
- 10. ““The child laws passed to save children fromThe child laws passed to save children from exploitation in mines, sweat shops and upexploitation in mines, sweat shops and up chimneys, have reaped a whirlwind whichchimneys, have reaped a whirlwind which any adolescent recognizes at least by instinctany adolescent recognizes at least by instinct if not by cognition, that we have successfullyif not by cognition, that we have successfully also ‘protected’ our young from influencingalso ‘protected’ our young from influencing society in any way which seems to matter.society in any way which seems to matter. We have made them toys of society whenWe have made them toys of society when small, and exploited them shamelessly assmall, and exploited them shamelessly as consumers when large.”consumers when large.” Heathcote 1985Heathcote 1985
- 12. LEY: 26.378 de 2008LEY: 26.378 de 2008 Artículo 7º Niños y niñas con discapacidadArtículo 7º Niños y niñas con discapacidad 1. Los Estados partes tomarán todas las medidas necesarias para asegurar que todos los niños y niñas con discapacidad gocen plenamente de todos los derechos humanos y libertades fundamentales en igualdad de condiciones con los demás niños y niñas.
- 14. La igualdad de oportunidades y elLa igualdad de oportunidades y el derecho del acceso del sistema educativoderecho del acceso del sistema educativo La Constitución de la Ciudad Autónoma de Buenos Aires en el Título Segundo, capítulo 3, art. 23, refiere que la Ciudad “Asegura la igualdad de oportunidades y posibilidades para el acceso, permanencia, reinserción y egreso del sistema educativo. Respeta el derecho individual de los educandos, de los padres o tutores, a la elección de la orientación educativa según sus convicciones y preferencias. Promueve el más alto nivel de calidad de la enseñanza y asegura políticas sociales complementarias que posibiliten el efectivo ejercicio de aquellos derechos.”
- 15. La Introducción de Inglés enLa Introducción de Inglés en Acción a Educación EspecialAcción a Educación Especial El proyecto “Inglés en Acción” tiene por finalidad brindar igualdad de oportunidades de acceso a un área de conocimiento no incluida en la Educación Especial y agregar valor a la oferta educativa de las Escuelas Integral y Interdisciplinaria de la Ciudad de Buenos Aires.
- 16. S.E.N. in Bs AsS.E.N. in Bs As Remedial Schools Shantytown Schools Hospital Schools (Transplant unit, psychiatric unit, cancer ward) Orphanages Physically Challenged Street kids Home Visits Learners with varying disabilities such as broken bones diabetes HIV physical disabilities terminal illnesses
- 17. Using realia
- 18. Special/Specific NeedsSpecial/Specific Needs dyslexia DOD AHDD a physical challenge deafness school phobia a disease ( sometimes terminal) cerebral palsy Down syndrome Asperger’s autism poverty problems of conduct disruptive behaviour inadequate adaptation to formal educational settings immigrants
- 19. FromFrom I CAN’TI CAN’T ToTo I CAN!I CAN!
- 20. Making VisibleMaking Visible the Invisiblethe Invisible andand Giving VoiceGiving Voice to the Voicelessto the Voiceless
- 22. To increase the presence, participation and achievement of all learners
- 23. To increase the presence, participation and achievement of all learners
- 26. Working as a team toWorking as a team to express a conceptexpress a concept
- 27. Performative Activity The Speaking BodyThe Speaking Body in thein the Empty SpaceEmpty Space Peter BrooksPeter Brooks
- 28. LanguageLanguage andand Performative ActivityPerformative Activity Performativity refers to the Performativity refers to the doingdoing of of language. It opposes more abstractlanguage. It opposes more abstract conceptions of language as a structure ofconceptions of language as a structure of meaning or symbol system, and puts themeaning or symbol system, and puts the emphasis on the role of language in theemphasis on the role of language in the concrete, particular transactions ofconcrete, particular transactions of speakers and hearers at specific sites.speakers and hearers at specific sites. Performativity focusses on language asPerformativity focusses on language as action. action. Rico Diaz 2012Rico Diaz 2012
- 29. Stage Fighting
- 31. Jarvis: Model of LearningJarvis: Model of Learning
- 32. Cummins: Four quadrantsCummins: Four quadrants (Cummins and Swain 1995)(Cummins and Swain 1995)
- 33. FisherFisher(Fisher 1998)(Fisher 1998) METACOGNITION (thinking/inner speech) KNOWLEDGE (learning input) PERFORMANCE (linguistic output) reading writing listening speaking Linguistic intelligence – the modes of language learning
- 34. Krashen and SwainKrashen and Swain ComprehensibleComprehensible InputInput ComprehensibleComprehensible OutputOutput
- 35. Herbert Puchta: Taking ourHerbert Puchta: Taking our Learners SeriouslyLearners Seriously ““Main focus on repair strategiesMain focus on repair strategies Little research available on the collaborate natureLittle research available on the collaborate nature of the multi-modal solutionsof the multi-modal solutions Not enough research into what happensNot enough research into what happens collaboratively through the joint multimodalitycollaboratively through the joint multimodality of language, silence, gesture, gaze, andof language, silence, gesture, gaze, and movement in the learning space “movement in the learning space “ Gullberg 2011Gullberg 2011
- 36. The Learning BodyThe Learning Body Scott ThornburyScott Thornbury “First, cognition depends not just on the brain, but“First, cognition depends not just on the brain, but also on the body (the embodiment thesis). Second,also on the body (the embodiment thesis). Second, cognitive activity routinely exploits structure in thecognitive activity routinely exploits structure in the natural and social environment (the embeddingnatural and social environment (the embedding thesis). Third, the boundaries of cognition extendthesis). Third, the boundaries of cognition extend beyond the boundaries of individual organisms (thebeyond the boundaries of individual organisms (the extension thesis).”extension thesis).” (Robbins and Aydede, 2009:3)(Robbins and Aydede, 2009:3)
- 37. Enclothed CognitionEnclothed Cognition Adam H, & Galinsky A.D. 2014Adam H, & Galinsky A.D. 2014 EE xx pp ee rr ii mm ee nn tt
- 39. The Speaking, Learning BodyThe Speaking, Learning Body “Language learning through drama as supported by the drama, brain and language research reviewed here can no longer be ignored. Drama involves the whole body and the whole brain in learning in a fictional context; it engages all of the multiple intelligences (Gardner, 1985) and matches the learning styles (Kolb, 1983) of all children. Enjoyable physical movement embeds the emotional impact of multi-sensory experiences on the cells of the body to form deep neuronal patterns in the brain and thereby enable memory and recall more readily than methods having lesser sensory impact” Wilkinson 2000
- 40. ReferencesReferences Gullberg, M. ‘Multilingual Multimodality: ‘Communicative Difficulties and Their Solutions in Second LanguageGullberg, M. ‘Multilingual Multimodality: ‘Communicative Difficulties and Their Solutions in Second Language Use’, in: Streek, J., Goodwin C. and LeBaron, C. (2011). Embodied Interaction. Language and Body in theUse’, in: Streek, J., Goodwin C. and LeBaron, C. (2011). Embodied Interaction. Language and Body in the Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152.Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152. Cambridge University Press.Cambridge University Press. Adam, Hajo, and Adam D. Galinsky. “Enclothed Cognition.” Journal of Experimental Social Psychology 48,Adam, Hajo, and Adam D. Galinsky. “Enclothed Cognition.” Journal of Experimental Social Psychology 48, no. 4 (2012): 918– 25.no. 4 (2012): 918– 25. Arnott, S. (2005). The Accelerative Integrated Method: A descriptive case study. Published MA thesis ofArnott, S. (2005). The Accelerative Integrated Method: A descriptive case study. Published MA thesis of Education , Department of Curriculum, Teaching and Learning, University of Toronto.Education , Department of Curriculum, Teaching and Learning, University of Toronto. Baldwin, P. (2004). With Drama in Mind. Stafford, UK: Network Educational Press.Baldwin, P. (2004). With Drama in Mind. Stafford, UK: Network Educational Press. CHILD Covenant. (2012) Available at: http://www.cfed.co/cfee/wp-content/uploads/2012/11/PSP2012-CHILD Covenant. (2012) Available at: http://www.cfed.co/cfee/wp-content/uploads/2012/11/PSP2012- CHILD-COVENANT.pdfCHILD-COVENANT.pdf [Accessed 22/03/15][Accessed 22/03/15] Cummins,J..and Swain, M.(1996). Bilingualism in Education. London and New York: LongmanCummins,J..and Swain, M.(1996). Bilingualism in Education. London and New York: Longman Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes.Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes. Diaz Rico, L.T. (2007).Diaz Rico, L.T. (2007). Reimagining second language acquisition as Performative Practice in Jun Liu (Ed.)Reimagining second language acquisition as Performative Practice in Jun Liu (Ed.) English Language Teaching in China: New Approaches, Perspectives and Standards (pp. 91-106), London,English Language Teaching in China: New Approaches, Perspectives and Standards (pp. 91-106), London, UK: Continuum International Publishing group.UK: Continuum International Publishing group. Heathcote, D. Ed. Johnson L and O’Neill Cecily. (1984). Collected Writings on Education and Drama. Illinois:Heathcote, D. Ed. Johnson L and O’Neill Cecily. (1984). Collected Writings on Education and Drama. Illinois: NWU Press.NWU Press. Hillyard, S. (2015).Hillyard, S. (2015). The Profile and Practice of Fifteen Teachers working in English in Action. ChallengingThe Profile and Practice of Fifteen Teachers working in English in Action. Challenging ELT Practices in SEN Education.ELT Practices in SEN Education. Cited in Giannikas, C.N.; McLaughlin, L., Fanning, G. & Deutsch Muller,Cited in Giannikas, C.N.; McLaughlin, L., Fanning, G. & Deutsch Muller, N. (Eds.). Children Learning English: from research to practice. Reading, UK: Garnet Publishing Ltd.N. (Eds.). Children Learning English: from research to practice. Reading, UK: Garnet Publishing Ltd.
- 41. Hillyard, S. (2012).Hillyard, S. (2012). Creating an Inclusive Learning Experience for English Language Learners with Specific Needs. CaseCreating an Inclusive Learning Experience for English Language Learners with Specific Needs. Case Study 6Study 6 Available at:Available at: [Accessed 22/03/15][Accessed 22/03/15] www.teachingenglish.org.uk/sites/teacheng/files/B480_Specialwww.teachingenglish.org.uk/sites/teacheng/files/B480_Special %20Need_Publication_A4_V5_Final_MR.pdf%20Need_Publication_A4_V5_Final_MR.pdf Jarvis, P.Jarvis, P. Paradoxes of Learning: On Becoming an Individual in SocietyParadoxes of Learning: On Becoming an Individual in Society (1992). California: Josey-Bass Inc.(1992). California: Josey-Bass Inc. Johnson, L., & O’Neill, C. (Eds.). (1984).Johnson, L., & O’Neill, C. (Eds.). (1984). Dorothy Heathcote’s Collected Writings on Education and Drama.Dorothy Heathcote’s Collected Writings on Education and Drama. Evanston,Evanston, IL: Northwestern.IL: Northwestern. Kolb, D.A. (1984).Kolb, D.A. (1984). Experiential Learning.Experiential Learning. New Jersey, USA: Prentice Hall Inc.New Jersey, USA: Prentice Hall Inc. Krashen, S. (1982).Krashen, S. (1982). Principles andPrinciples and Practice of Second Language Acquisition.Practice of Second Language Acquisition. Available at:Available at: http://www.sdkrashen.com/content/books/principles_and_practice.pdfhttp://www.sdkrashen.com/content/books/principles_and_practice.pdf [Accessed 22/03/15][Accessed 22/03/15] Krashen, S., & Bland, J.(2014). Compelling Comprehensible Input, Academic Language and School Libraries.Krashen, S., & Bland, J.(2014). Compelling Comprehensible Input, Academic Language and School Libraries. CLELE Journal,CLELE Journal, 2 (2) : 1-12 Available at:2 (2) : 1-12 Available at: http://clelejournal.org/article-1-2/http://clelejournal.org/article-1-2/ [Accessed 22/03/15][Accessed 22/03/15] Lozanov, S. Suggestopaedia (1978) Available at:Lozanov, S. Suggestopaedia (1978) Available at: http://www.learningdoorway.com/georgi-lozanov.htmlhttp://www.learningdoorway.com/georgi-lozanov.html [Accessed 22/03/15][Accessed 22/03/15] Maxwell W. (2004). The Accelerated Integrated Method: a holistic approach to the teaching of French as aMaxwell W. (2004). The Accelerated Integrated Method: a holistic approach to the teaching of French as a second language. Réflexions. second language. Réflexions. J. Can. Assoc. Sec. Lang. Teach.J. Can. Assoc. Sec. Lang. Teach.AvailableAvailable at: at: http://www.caslt.org/resources/french-sl/research-articles-core-french_aim_en.phphttp://www.caslt.org/resources/french-sl/research-articles-core-french_aim_en.php O’Neill, C. (2014).O’Neill, C. (2014). Dorothy Heathcote on Education and Drama: Essential writingsDorothy Heathcote on Education and Drama: Essential writings London: RoutledgeLondon: RoutledgeKao, S. M. andKao, S. M. and O’Neill C. (1998)O’Neill C. (1998) Words into Worlds: Learning a Second Language Through Process Drama.Words into Worlds: Learning a Second Language Through Process Drama. London: JAI Press LtdLondon: JAI Press Ltd.. UK: Open University Press.UK: Open University Press. O’Neill, C. and Lambert, P. (1982).O’Neill, C. and Lambert, P. (1982). Drama StructuresDrama Structures. Cheltenham, UK: Nelson Thornes.. Cheltenham, UK: Nelson Thornes. Ponniah, R. J. & Krashen, S. (2008). The Expanded Output HypothesisPonniah, R. J. & Krashen, S. (2008). The Expanded Output Hypothesis IJFELT Journal Fall 2008 :IJFELT Journal Fall 2008 :2-32-3 AvailableAvailable at:at: http://www.tprstories.com/ijflt/IJFLTfall08.pdfhttp://www.tprstories.com/ijflt/IJFLTfall08.pdf [Accessed 22/03/15][Accessed 22/03/15] Vygotsky, L. S. (1980).Vygotsky, L. S. (1980). Mind in SocietyMind in Society. Stamford, USA: Harvard University Press.. Stamford, USA: Harvard University Press. Wilkinson, J. A. (2000).Wilkinson, J. A. (2000). The Power of Drama in English Language Learning: The Research Evidence.The Power of Drama in English Language Learning: The Research Evidence. CEO WorldCEO World Wellness Inc. The Ontario Institute for Studies in Education of The University of Toronto. Available at:Wellness Inc. The Ontario Institute for Studies in Education of The University of Toronto. Available at: http://etlc.wtuc.edu.tw/quarterly/Q-27.htmhttp://etlc.wtuc.edu.tw/quarterly/Q-27.htm [Accessed 22/03/15][Accessed 22/03/15]