2.2.1Readers Theater and Sociocultural Theory
Vygotsky’s sociocultural theory of human learning illustrates learning as a social process. Sociocultural theory treats human development as intrinsically social rather than individualistic (Gibbons & Cummins, 2002). Vygotsky suggests the concept of combining the personal knowledge and societal situation and claims that knowledge or thought is built up within a social context and formed by the connecting of existing knowledge with new experiences. Namely, Vygotsky’s theory suggests that people learn first through person-to-person interactions,
Vygotsky explains the interaction between two people by his concept of the zone of proximal development (ZPD), and defines ZPD as the cognitive gap between what a child can do independently and what the child can do with the assistance of an adult or
a more skilled peer. The ZPD defines intelligence as the ability to accomplish cognitive tasks with the help of a more capable peer or teacher (Pelech & Pieper, 2010). In other words, successful coordination with a partner or assisted performance leads learners to reach beyond what they are able to achieve alone, to participate in new situations and to handle new tasks, or to learn new ways of using language (Gibbons & Cummins, 2002).
Vygotsky (1967) states that play may allow children to function at their highest level of competence, as cited in Davidson (1996). Therefore, the teacher is mainly responsible for initiating each new step of learning, building on what students are currently able to do alone. The teacher needs to maintain high expectations of all students but to provide sufficient scaffolding for tasks to be completed successfully.
During the implementation of RT, not only the teacher’s guidance but peers’ social interaction is important. RT offers scaffolding to group members when the teacher introduces the story background, characters and lines or the students discuss how to act out and practice how to read the scripts etc. The use of scaffolding in the activities of RT can assist students to achieve their ZPD gradually.
2.2.2 Readers Theater and Cooperative Learning
Vermette (1998) states that cooperative learning can be defined as a strategy in a small, heterogeneous group of students who share knowledge, complete projects or assignments, or master a body of knowledge (Pelech & Pieper, 2010). Cooperative learning provides an environment where students are encouraged to discuss ideas, clarify questions and solve problems cooperatively to reach a specific goal. At the same time, teacher should actively inspect each group and provide assistance or encouragement to the group members (Huang & Wu, 2006). Thus, students in the cooperative learning environment usually show greater achievement and better willingness, and teacher can gain more professional development during the cooperative learning.
Cooperative learning is especially necessary in the implementation of RT since students have to work and performance together, which the cooperation may increase the possibility of a successful learning experience. When practicing the RT, students who are in the same group need to discuss the characters and story lines, share the opinion of stories, correct each other’s pronunciation or intonation and plan the action or movement on stage. With the interaction and cooperation, the group will become a community which is full of positive atmosphere to help students improve language skills. An instructor is a facilitator of this cooperative learning because they have to be aware of students’ abilities and personalities to ensure a better cooperation and interaction while grouping the students. Moreover, the teacher should frequently observe each student’s learning situation and encourage their participation in group discussions in order to reach the final goal of the cooperative learning (Chin, 2009;
Lin, 2012; Yang, 2006).
2.2.3 Readers Theater and Multiple Intelligences
Gardner (1993) offers an idea that humans have a multiplicity of intelligence (MI), denoting that each person has their own individual outline of intelligence. Different people may have certain intelligences as their central intelligences, and the central intelligences can be their main ways in learning. The eight intelligences include linguistic intelligence, logical-mathematical intelligence, spatial intelligence bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. However, the number of intelligence is not important, what is important is that teachers should aware that different learners have different intelligence outlines and favored learning styles.
Multiple Intelligences lead teachers to an understanding of students’ different learning styles (Baldwin, 2012).
During the RT teaching, Gardner’s Multiple Intelligence is fully employed in
different aspects. RT is definitely suitable for teachers to develop students’ Multiple Intelligence, and students should be exposed in different kinds of stimulation while learning English. As a teacher, they must seek students’ central intelligence and lead them to success while encouraging them to be confident to reach better achievement.
Moreover, a teacher should take students’ potentials into consideration when designing a RT lesson and teaching. Table 2.1 shows that how the profiles of Multiple Intelligences relate to the performance of Readers Theater.
Table 2.1
The Relationship between Multiple Intelligences and Readers Theater Multiple Intelligences Readers Theater
Linguistic Readers Theater usually involves language art both naturally through practice and performance. RT integrates the oral fluency and written scripts, and develops understanding of text.
Logical-mathematical Problem-solving is essential to the RT process. While preparing and performing the RT also need a variety of problem-solving skills.
Spatial The design of physical and personal space between characters on stage provides the audience better comprehension toward the story.
Bodily-kinesthetic With the contrast between the movement and stillness, RT requires the physical control of the body such as gestures and movements. Students need to consider about how to present their thought and feeling with their bodies in a performance.
Musical Students use different voice to interpret characters of the story, and the intonation and rhythm are also included in students’ oral development.
Interpersonal A successful RT performance is consisted of social interaction and cooperation. To work with others, listen, emphasize, appreciate and respond to each other’s ideas and viewpoints well, are central feature of Interpersonal Intelligence which can be applied into the RT preparation.
Intrapersonal Intrapersonal Intelligence is linked with recognizing, understanding and developing one’s personal feeling, and RT helps develops a sense of self. It involves the personal feelings and emotions, and uses them to guide behavior in imagined worlds through roles.
Naturalistic The script selection of RT can be combined with the science knowledge or subject, and it helps the development of naturalistic intelligence.
According to the graph, it is clear how RT matches Gardner’s Multiple Intelligences. RT can integrate and develop a wide range of intelligences, and lead the students to learn with preferred learning styles. RT helps students to understand and find their advantages, and students are positively urged to work in their preferred ways in class.