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

Research output: Contribution to journalArticles

Abstract

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 © 2012 HKIEd APFSLT.
Original languageEnglish
Pages (from-to)250-270
JournalAsia-Pacific Journal for Arts Education
Volume11
Issue number11
Publication statusPublished - Dec 2012

Citation

DeCoursey, M. (2012). Dramatic art for second language education: Appropriate process objectives for Hong Kong schools. Asia-Pacific Journal for Arts Education, 11(11), 250-270.

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