Minoritising process drama for teaching Cantonese to ethnic minority children in Hong Kong

Minoritising process drama for teaching Cantonese to ethnic minority children in Hong Kong

• Tam, Po Chi Pansy The Education University of Hong Kong

Pedagogy, Culture and Society, 2023

Routledge

2023

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• N Students & Student Services
  • NO Minorities & Immigrant Students

Becoming Ethnic Minority Children’s Chinese Language Learning Minor Literature Process Drama Teaching Chinese as a Second Language

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This paper reports a case study of teaching Cantonese to Hong Kong ethnic minority pre-schoolers using process drama. Based on Deleuzo-Guattarian concepts of minor literature and language, becoming and de-/re-territorialisation, this paper aims to reconceptualise a playful adaptation of process drama developed by Joe Winston (Citation2012) as a language-minoritising approach to the teaching and learning of a major language that is very foreign to children. The findings suggest that, to accomplish ethnic minority children’s becoming Cantonese speakers, the theatre games and language play should involve minoritorisation and de-/re-territorialisation of the normative practices of process drama, the target language as well as learner identity. Copyright © 2023 Pedagogy, Culture & Society.

• English

Journal Articles

• 14681366

• 10.1080/14681366.2023.2179102

https://bibliography.lib.eduhk.hk/en/bibs/2bdf9d4e

2023-06-12