Process drama : affecting the second language learning classroom

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dc.contributor.advisorBaxter, Veronicaen_ZA
dc.contributor.authorMwange, Sepisoen_ZA
dc.date.accessioned2016-07-22T13:18:47Z
dc.date.available2016-07-22T13:18:47Z
dc.date.issued2016en_ZA
dc.description.abstractThis 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.identifier.apacitationMwange, 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/11427/20618en_ZA
dc.identifier.chicagocitationMwange, 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/11427/20618en_ZA
dc.identifier.citationMwange, S. 2016. Process drama : affecting the second language learning classroom. University of Cape Town.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
dc.identifier.urihttp://hdl.handle.net/11427/20618
dc.identifier.vancouvercitationMwange 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/11427/20618en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Dramaen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherApplied Theatre and Drama Studiesen_ZA
dc.titleProcess drama : affecting the second language learning classroomen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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