Handout Ayaka Ihara

Drama Re-vidited: Dealing with Identity Tensions
~Exploring with Freedom Writers~
Ayaka Ihara
aihara@mail.sfsu.edu / a-ihara@hotmail.co.jp
San Francisco State University
Collaborative Monologue Project – Using Freedom Writers Diary
One diary per group
Students read/examine/practice orally  take turns performing monologue as a group
Target Students & Skills
Intermediate Level Young Adults in CA
Integrated skills (focus on oral skills)
Enable students to:
Expand ‘selves’
Deliver extended speech
<Theoretical Background>
What Are Identity Tensions?
L2 learning: becoming ‘someone else’
The ‘Mask’
Tensions between emerging and existing selves
Why Dramatic Monologue?
 Drama:
Try out new identity
Express true ‘selves’
 Done safely through ‘masks’
 Monologue
Extended speech (has been neglected (Thompson, 2008))
Internalize authentic language model
<Freedom Writers>
Who Are Freedom Writers?
Mid 1990s
LA High School: “unteachable” students
Gang violence
Racial minorities, immigrants, low income family
Erin Gruwell
“The pen is mightier than the sword”; diary writing for freedom
<Project Timetable>
Day 1
Day 2
Pre- & Initial Reading
Day 3
Close Reading
Day 4
Speaking #1: Pause
Day 5
Speaking #2: Stress
Day 6
Speaking #3: Intonation
Day 7
Group Rehearsal
Day 8
Day 9
Monologue works!
Try out new identity & Express ‘true’ self
Let out suppressed emotions/opinions
Long chunks & Retainment
Arao, H., & Murphey, T. (2001). Reported belief changes through near peer role modeling. TESL-EJ:
Teaching English as a Second or Foreign Language, 5(3). Available from: http://www.teslej.org/wordpress/issues/volume5/ej19/ej19a1/
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and
reference guide (2nd ed.). New York: Cambridge University Press.
Dreyer-Lude, M. (2013). Feeling double: The psychophysical activation of personality in bilingual
performance. Theatre Topics, 23(2), 197-208.
Horwitz, E. K., & Young, D. J. (1991). (Eds.). Language anxiety: From theory and research to classroom
implications. Englewood Cliffs, NJ: Prentice Hall.
Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
Piazzoli, E. (2011). Process drama: the use of affective space to reduce language anxiety in the additional
language learning classroom. Research in Drama Education: The Journal of Applied Theatre and
Performance, 16(4), 557-573.
Reed, J., & Seong, M. H. (2013). Suggestions for an effective drama-based EFL course at a Korean
university. Pan-Pacific Association of Applied Linguistics, 17(2), 91-106.
Sağlamel, H., & Kayaoğlu, M. N. (2013). Creative drama: A possible way to alleviate foreign language
anxiety. RELC Journal, 44(3), 377-394.
Spielmann, G., & Radnofsky, M. L. (2001). Learning language under tension: New directions from a
qualitative study. The Modern Language Journal, 85(2), 259-278.
Thompson, P. (2008). Learning through extended talk. Language and Education, 22(3), 241-256.
Diary 54: Racist Teacher
The writer in this entry describes some of the labels that she feels are attached
to the African American race.
Gruwell, E. (2008). The Freedom Writers Diary Teacher's Guide. New York: Broadway Books. p. 225.
Diary 54
Dear Diary,
<1> When I was born, the doctor must have stamped “National Spokesperson for
the Plight of Black People” on my forehead; a stamp visible only to my teachers. The
majority of my teachers treat me as if I, and I alone, hold the answers to the mysterious
creatures that African Americans are, like I’m the Rosetta Stone of black people. It was
like that until I transferred to Ms. Gruwell's class. Up until that point it had always been:
“So Joyce, how do black people feel about Affirmative Action?” Poignant looks follow.
“Joyce, can you give us the black perspective on The Color Purple?”
<2> Maybe I am just looking at this all wrong, maybe I should feel complimented. I
mean, I am being trusted to carry the weight of millions of people’s voices, right? Wrong!
I don’t feel complimented. How the hell should I know what the black perspective is
on Affirmative Action or The Color Purple? What is it, magic? Black people read, and
poof, we miraculously come to the same conclusion? The only opinion I can give with
some degree of certainty is my own.
The Freedom Writers & Gruwell, E. The freedom writers diary. (2009). New York: The Tolerance
Education Foundation. pp. 112-114.