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dc.contributor.authorTo, Lai-wa Dora
dc.contributor.authorChan, Yuk-lan Phoebe
dc.contributor.authorLam, Yin Krissy
dc.contributor.authorTsang, Shukkuen Yvonne
dc.contributor.editorHelen Nicholson, Joe Winston
dc.date.accessioned2017-05-03T14:59:21Z
dc.date.available2017-05-03T14:59:21Z
dc.date.issued2011
dc.identifier.issn13569783
dc.identifier.doi10.1080/13569783.2011.617099
dc.identifier.urihttp://hdl.handle.net/10072/42317
dc.description.abstractThis article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on teaching English through Process Drama. The authors drew from views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine learning and teaching experiences at the heart of the Programme. The reflections focus on how Process Drama can enhance second language acquisition by accommodating more affective factors in learning, by stressing creativity and by shifting the didactic discourse in the classroom to one that is more authentic and less threatening and which encourages increased amount of student talk. The authors describe how, based on the focus group interview data, a piece of Verbatim Theatre was created and used as a stimulus to elicit deeper reflective responses to the Programme. They also reflect upon the level of understanding of Process Drama's complex pedagogy and artistry demonstrated by those teachers new to it and consider what further research might help the long-term implementation of drama in Hong Kong classrooms.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom517
dc.relation.ispartofpageto539
dc.relation.ispartofissue4
dc.relation.ispartofjournalResearch in Drama Education: The Journal of Applied Theatre and Performance
dc.relation.ispartofvolume16
dc.rights.retentionY
dc.subject.fieldofresearchLOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchcode130207
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1904
dc.titleReflections on a primary school teacher professional development programme on learning English through Process Drama
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2009 Routledge. This is an electronic version of an article published in RiDE: The Journal of Applied Theatre and Performance, Vol. 14(2), 2009, pp. 191-209. RiDE: The Journal of Applied Theatre and Performance is available online at: http://www.informaworld.com with the open URL of your article.
gro.date.issued2015-06-12T05:01:52Z
gro.hasfulltextNo Full Text
gro.griffith.authorChan, Yuk-Lan


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