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

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Abstract

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.
Original languageEnglish
Pages (from-to)1393-1411
JournalPedagogy, Culture & Society
Volume32
Issue number5
Early online date15 Feb 2023
DOIs
Publication statusPublished - 2024

Citation

Tam, P.-C. (2024). Minoritising process drama for teaching Cantonese to ethnic minority children in Hong Kong. Pedagogy, Culture & Society, 32(5), 1393-1411. https://doi.org/10.1080/14681366.2023.2179102

Keywords

  • Becoming
  • Ethnic minority children’s Chinese language learning
  • Minor literature
  • Process drama
  • Teaching Chinese as a second language

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