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Process drama : affecting the second language learning classroom
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 i...
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| Format: | Thesis |
| Language: | English |
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Department of Drama
2016
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| _version_ | 1867613536775045120 |
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| access_status_str | Open Access |
| author | Mwange, Sepiso |
| author2 | Baxter, Veronica |
| author_browse | Baxter, Veronica Mwange, Sepiso |
| author_facet | Baxter, Veronica Mwange, Sepiso |
| author_sort | Mwange, Sepiso |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/20618 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:37:42.994Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | Department of Drama |
| publisherStr | Department of Drama |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/20618 Process drama : affecting the second language learning classroom Mwange, Sepiso Baxter, Veronica Applied Theatre and Drama Studies 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. 2016-07-22T13:18:47Z 2016-07-22T13:18:47Z 2016 Master Thesis Masters MA http://hdl.handle.net/11427/20618 eng application/pdf Department of Drama Faculty of Humanities University of Cape Town |
| spellingShingle | Applied Theatre and Drama Studies Mwange, Sepiso Process drama : affecting the second language learning classroom |
| thesis_degree_str | Master's |
| title | Process drama : affecting the second language learning classroom |
| title_full | Process drama : affecting the second language learning classroom |
| title_fullStr | Process drama : affecting the second language learning classroom |
| title_full_unstemmed | Process drama : affecting the second language learning classroom |
| title_short | Process drama : affecting the second language learning classroom |
| title_sort | process drama affecting the second language learning classroom |
| topic | Applied Theatre and Drama Studies |
| url | http://hdl.handle.net/11427/20618 |
| work_keys_str_mv | AT mwangesepiso processdramaaffectingthesecondlanguagelearningclassroom |