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This chapter suggests that what is needed in current understandings of literacy practices is systematic attention to the role of the full sensorium evoked in the process of meaning making. Of particular interest is the hitherto neglected realm of the nonvisual senses and their role in children's literacy learning. The chapter demonstrates how the sensorial engagement of the body is intertwined in meaning making with different material presentations of digital and print copies of a picture book and in handwriting and process drama lessons. The e-book version of the Heart and the Bottle and process drama activities that draw on Beware of the Bears invite the reader to participate with the body in sense-making through haptic affordances that open up a rich set of possibilities for vicarious sensory engagement with the feelings and perspectives of the characters.

List of Tables List of Figures Preface Alida Anderson Acknowledgements About the Editor Contributing Authors Part I: Theoretical and Methodological Issues in the Study of Arts Integration in Education Introduction Alida Anderson Chapter 1: A Historical Review of Arts Integration Research and Practice: Lessons Learned Sandra M. Loughlin and Alida Anderson Chapter 2: Arts Integration as a Contextualized Language Learning Environment Alida Anderson Chapter 3: Cognitive and Affective Engagement, Arts Integration, and Students with Disabilities Katherine A. Berry and Sandra M. Loughlin Chapter 4: Understanding How and Why Arts Integration Engages Learners Alida Anderson Part II: Arts Integration Demonstrations of Practice in Inclusive Classrooms Introduction Alida Anderson Chapter 5: Film Arts Integration and Literature Study: Influences on Engagement Kristin Nagy and Alida Anderson Chapter 6: Process Drama Arts Integration and Social Studies: Influences on Engagement Christina Bosch and Alida Anderson Chapter 7: Dance/Movement Arts Integration and Mathematics: Influences on Engagement Robyne Davis and Alida Anderson Part III: Reflections and Next Steps for Arts Integration Research and Practice Introduction Alida Anderson Chapter 8: Where Are We Now: The Research on Arts Integration and Special Education Jean B. Crockett, Katherine A. Berry, and Alida Anderson Chapter 9: Where Are We Going? Trajectories for Research on the Arts and Special Education James S. Catterall Appendix Index

Introduction: Second and Additional Language Learning through Drama Joe Winston *'Dramatic' Language Learning in the Classroom Li-Yu (Sabina) Chang * Using Stories and Drama to teach English as a Foreign Language at Primary Level Li-Yu (Sabina) Chang and Joe Winston * Theatre, Language Learning and Identity (1): empowering additional language learners through theatre in education Deborah Hull * Theatre, Language Learning and Identity (2): empowering additional language learners through classroom drama projects Erene Palechorou and Joe Winston * Drama and languages education: authentic assessment through process drama Julia Rothwell * Accessing traditional tales: The Legend of Bukit Merah Madonna Stinson * Insights from a drama/EAL classroom: Using drama with English language learners in a Canadian high school Burcu Yaman Ntelioglou * Using drama to enrich School Based Assessment in the Hong Kong secondary school English language classroom Tanya Kempston * Second language learning and cultural empowerment: teaching Shakespeare in Taiwan Yi-Mei (Astrid) Cheng and Joe Winston * Digital storytelling, drama and second language learning Kirsty McGeoch * Film & drama aesthetics for Additional Language teaching Erika C. Piazzoli