Many countries require the study of the English language as part of the standard curriculum in K-12 schools. Unfortunately, many students lack the interest and motivation to learn, despite English’s potential to open future academic and professional doors. This is particularly true for students living in countries where English is not a nationally spoken language. They receive no language support from their surrounding environment, which affects their rate of language acquisition. Coupled with a prevalence of out-of-context materials and non-native English-speaking teachers (NNESTs) who may be unable to impart the non-verbal and cultural implications of the language, students are at a disadvantage. This project addresses these concerns through the use of Drama as a framework for developing an English-language curriculum centered on theatre and performance. Dramatic writing and performance has been positively linked to language acquisition. It builds intrinsic motivation, fosters collaboration through practical use of the language, and has been found to improve writing, pronunciation and overall fluency. This model shows how educators and administrators can take their pre-existing curriculum and materials, and transform them into a theatre-focused program, while maintaining their language goals and program objectives.
","abstract_html":"<p>Many countries require the study of the English language as part of the standard curriculum in K-12 schools. Unfortunately, many students lack the interest and motivation to learn, despite English’s potential to open future academic and professional doors. This is particularly true for students living in countries where English is not a nationally spoken language. They receive no language support from their surrounding environment, which affects their rate of language acquisition. Coupled with a prevalence of out-of-context materials and non-native English-speaking teachers (NNESTs) who may be unable to impart the non-verbal and cultural implications of the language, students are at a disadvantage. This project addresses these concerns through the use of Drama as a framework for developing an English-language curriculum centered on theatre and performance. Dramatic writing and performance has been positively linked to language acquisition. It builds intrinsic motivation, fosters collaboration through practical use of the language, and has been found to improve writing, pronunciation and overall fluency. This model shows how educators and administrators can take their pre-existing curriculum and materials, and transform them into a theatre-focused program, while maintaining their language goals and program objectives.</p>","abstract_has_math":false,"creators":["Williams-Fleck, Alexandra"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Stephen Cary","Dr. Onllwyn C. Dixon","Dr. Monisha Bajaj"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T08:00:00Z","date_published":"2014-12-12T08:00:00Z","updated_at":"2026-07-24T05:42:56Z","subjects":["ESL","EFL","ELL","Curriculum","Theatre","Drama","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/90","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Stephen Cary","Dr. Onllwyn C. Dixon","Dr. Monisha Bajaj"]},{"key":"dc:creator","label":"Author","values":["Williams-Fleck, Alexandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESL","EFL","ELL","Curriculum","Theatre","Drama","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/90"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many countries require the study of the English language as part of the standard curriculum in K-12 schools. Unfortunately, many students lack the interest and motivation to learn, despite English’s potential to open future academic and professional doors. This is particularly true for students living in countries where English is not a nationally spoken language. They receive no language support from their surrounding environment, which affects their rate of language acquisition. Coupled with a prevalence of out-of-context materials and non-native English-speaking teachers (NNESTs) who may be unable to impart the non-verbal and cultural implications of the language, students are at a disadvantage. This project addresses these concerns through the use of Drama as a framework for developing an English-language curriculum centered on theatre and performance. Dramatic writing and performance has been positively linked to language acquisition. It builds intrinsic motivation, fosters collaboration through practical use of the language, and has been found to improve writing, pronunciation and overall fluency. This model shows how educators and administrators can take their pre-existing curriculum and materials, and transform them into a theatre-focused program, while maintaining their language goals and program objectives.
"]},{"key":"dc:title","label":"Title","values":["Creating Theatre-Based Curriculum for use in the ESL/EFL Language Classroom: A Model"]}]}],"canonical_facts":{"dc:contributor":["Dr. Stephen Cary","Dr. Onllwyn C. Dixon","Dr. Monisha Bajaj"],"dc:creator":["Williams-Fleck, Alexandra"],"dc:date.available":["2014-12-11T08:00:00Z"],"dc:description.abstract":["Many countries require the study of the English language as part of the standard curriculum in K-12 schools. Unfortunately, many students lack the interest and motivation to learn, despite English’s potential to open future academic and professional doors. This is particularly true for students living in countries where English is not a nationally spoken language. They receive no language support from their surrounding environment, which affects their rate of language acquisition. Coupled with a prevalence of out-of-context materials and non-native English-speaking teachers (NNESTs) who may be unable to impart the non-verbal and cultural implications of the language, students are at a disadvantage. This project addresses these concerns through the use of Drama as a framework for developing an English-language curriculum centered on theatre and performance. Dramatic writing and performance has been positively linked to language acquisition. It builds intrinsic motivation, fosters collaboration through practical use of the language, and has been found to improve writing, pronunciation and overall fluency. This model shows how educators and administrators can take their pre-existing curriculum and materials, and transform them into a theatre-focused program, while maintaining their language goals and program objectives.
"],"dc:identifier":["https://repository.usfca.edu/capstone/90"],"dc:subject":["ESL","EFL","ELL","Curriculum","Theatre","Drama","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"dc:title":["Creating Theatre-Based Curriculum for use in the ESL/EFL Language Classroom: A Model"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:42:56Z"}