Dramatic art for second language education: Appropriate process objectives for Hong Kong schools

Dramatic art for second language education: Appropriate process objectives for Hong Kong schools

• Decoursey, Matthew William The Hong Kong Institute of Education

Asia-Pacific Journal for Arts Education, 11(11), 250-270, 2012

The Hong Kong Institute of Education

2012

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

If drama is to work as a technique for language education, it needs to work as drama, but in Hong Kong, the objectives of each lesson must be language objectives. This implies that we need intermediate objectives, process objectives, to make drama work for language education. This article examines two previous models of drama in language education, drawing imagination, aesthetics and emotion from them as process objectives. It is proposed that all three should be used in a single complex model. This study focuses on a course that presented this three-part model to student teachers, examining survey and interview data together with their essays for the course. Student teachers find the model to be usable in practice. Obstacles arise from the school system, however.
[Copyright © The Hong Kong Institute of Education].

• English

Journal Articles

• 16836995

https://bibliography.lib.eduhk.hk/bibs/38797c9b

2015-12-14