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Drama In Classroom

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Heathcote highlights that the objective of integrating drama into the classroom is to bring out what students already know (Wagner, 1998). In drama-based learning context, it is achieved by having students live the experience of being somebody else and think about a problem from the perspectives of the characters they embody. During a dramatic interaction, students will also need to talk with other students to find solution to the problem staged or the questions asked by the teacher.
As students think and collaborate to solve a problem, Bowell and Heap (2013) recognize that the teacher thinks as a playwright, as director, as an actor, and as the teacher at the same time. As a playwright, he thinks about helping his students to craft
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Heathcote (1970) pinpoints that drama naturally serves thinking, talking, and writing through role-playing and collaborative work. Similarly, Carroll (1980) believes that the act of role-taking in the classroom is central to the creation of discourses that represent students thinking. For Carroll (1988), drama is a creative force that demands a different sort of discourse from both teacher and students. In his study, he used socio-linguistic frameworks and Halliday’s Systemic Linguistics to compare the talks that occur in drama and talk in another classroom. Carroll indicated the differences between drama classrooms and ‘regular classrooms’ to make a point regarding the importance (or appropriateness) of drama work in …show more content…
In 1998, Kao and O’Neill published a book about the integration of process drama in second language education that was primarily based on the study of university students’ discourses during a 14 - week drama oriented English teaching. Through analysis of the participants’ discourse, they discussed the nature of dialogue in drama, the continuum of drama approaches in second language learning, and the planning and evaluating of second language development in the drama-oriented classroom. This work was largely quoted, especially within the field of Teaching English as a Second Language (TESL). Anderson and Loughlin (2014) and Anderson and Berry (2015) are two follow-up work within the field that studied the academic language use and the on task behaviors of ESL students during classroom drama sessions. In 2011, Kao and her colleagues published another discourse-based study to explore the questioning techniques used to promote second language oral proficiency. In this study, they explored the functions of questioning to teachers and two groups of English as Foreign Language (EFL) university students in Taiwan. This study will be further explored in this

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