The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs)

Authors

  • Lama K. Farran University of West Georgia
  • Diana Mindrila University of West Georgia

DOI:

https://doi.org/10.52242/gatesol.53

Keywords:

Home Literacy Practices, Language, Dual Language Learners, Latino, Drama, Cognition, Teacher Report

Abstract

This study examined the connection between drama, language, and cognition in 61 preschool Latino children. Parents and teachers completed surveys and observations of children’s behaviors. Results showed that parent home language and literacy practices and beliefs about drama integration were related to children’s cognition. Recommendations for practice are presented. 

Author Biographies

Lama K. Farran, University of West Georgia

Dr. Lama K. Farran is an assistant professor of Communication Sciences and Disorders at the University of West Georgia. Her research and teaching center on the development of language and reading in at-risk populations, including dual langauge learners and children with developmental disorders such as autism spectrum disorders.

Diana Mindrila, University of West Georgia

Dr. Mindrila is an Assistant Professor of Educational Research at the University of West Georgia. Her teaching experience includes courses in quantitative research methodology, research design, program evaluation, and classroom assessment. Her research interests include the development of typologies of school behavior using multilevel multivariate classification procedures. Dr. Mindrila published methodological studies on topics such as cluster analysis, latent class analysis, structural equation modeling, and factor analysis.

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Published

10/19/2017

How to Cite

Farran, L. K., & Mindrila, D. (2017). The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs). GATESOL Journal, 27(1). https://doi.org/10.52242/gatesol.53

Issue

Section

Empirical Research or Literature Reviews