Process drama : affecting the second language learning classroom

 

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dc.contributor.advisor Baxter, Veronica en_ZA
dc.contributor.author Mwange, Sepiso en_ZA
dc.date.accessioned 2016-07-22T13:18:47Z
dc.date.available 2016-07-22T13:18:47Z
dc.date.issued 2016 en_ZA
dc.identifier.citation Mwange, S. 2016. Process drama : affecting the second language learning classroom. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/20618
dc.description.abstract This is a practice as research (PAR) study that investigates Process drama as a pedagogical methodology for second language acquisition. The dramas were structured around role play in fictional situations designed to improve the pupils' vocabulary in English, mainly using the strategies of Teacher in Role and Mantle of the Expert. This research demonstrates the effect and affect of placing the pupils in experiential learning environments that empower him/her to be a co-creator of knowledge, as well as the skills needed by the researcher to facilitate this process. The pilot study was designed for implementation over four months, with pupils in second language English classes in grades 2 and 3 (i.e. seven/eight years old). Qualitative research methods were used, including critical and reflexive ethnography, simple questionnaires, and unstructured interviews with teachers and pupils, Teachers' and Visitors' feedback, video recordings and the researcher's journal. The sample of participants was too small to make recommendations, but the study tested the Process Drama method and the techniques of role, Teacher-in-role and Mantle of the Expert. The analysis of the project draws from the theoretical principles applied in other case studies by practitioners in the field, comparing the methods used and their outcomes. As well as the assumption that Process Drama is a good way to teach language because it creates the space for emotion and cognition to co-exist within the learning space. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Applied Theatre and Drama Studies en_ZA
dc.title Process drama : affecting the second language learning classroom en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department Department of Drama en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MA en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Mwange, S. (2016). <i>Process drama : affecting the second language learning classroom</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Drama. Retrieved from http://hdl.handle.net/11427/20618 en_ZA
dc.identifier.chicagocitation Mwange, Sepiso. <i>"Process drama : affecting the second language learning classroom."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Drama, 2016. http://hdl.handle.net/11427/20618 en_ZA
dc.identifier.vancouvercitation Mwange S. Process drama : affecting the second language learning classroom. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Drama, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20618 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mwange, Sepiso AB - This is a practice as research (PAR) study that investigates Process drama as a pedagogical methodology for second language acquisition. The dramas were structured around role play in fictional situations designed to improve the pupils' vocabulary in English, mainly using the strategies of Teacher in Role and Mantle of the Expert. This research demonstrates the effect and affect of placing the pupils in experiential learning environments that empower him/her to be a co-creator of knowledge, as well as the skills needed by the researcher to facilitate this process. The pilot study was designed for implementation over four months, with pupils in second language English classes in grades 2 and 3 (i.e. seven/eight years old). Qualitative research methods were used, including critical and reflexive ethnography, simple questionnaires, and unstructured interviews with teachers and pupils, Teachers' and Visitors' feedback, video recordings and the researcher's journal. The sample of participants was too small to make recommendations, but the study tested the Process Drama method and the techniques of role, Teacher-in-role and Mantle of the Expert. The analysis of the project draws from the theoretical principles applied in other case studies by practitioners in the field, comparing the methods used and their outcomes. As well as the assumption that Process Drama is a good way to teach language because it creates the space for emotion and cognition to co-exist within the learning space. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Process drama : affecting the second language learning classroom TI - Process drama : affecting the second language learning classroom UR - http://hdl.handle.net/11427/20618 ER - en_ZA


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