Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/2633
Title: 
Speaking in class: drama, talk and literacy
Authors: 
Issue Date: 
Oct-2006
Citation: 
Paper presented at the Drama in English Teaching: imagination, action and engagement Conference, Sydney, October 2006.
Abstract: 
Teachers can use drama to work with their students and help them participate fluently, effectively and critically in society. Drama can be used to help develop other aspects of student’s everyday literacy practices in an engaging way. As students break and form social and linguistic codes in drama it is evident that making meaning for self and others is enhanced by using past experiences to create new understanding. Drama, as a method of teaching and learning, requires both students and teachers working both in and out of role. Drama can be used to explore a problem, situation, a theme or a series of related ideas or themes through the use of unscripted drama and written text. This chapter draws on recent research that shows a causal link between learning in drama and students’ capacity to communicate orally. It proposes that language learning can be enhanced through the drama process. The author’s investigations into oracy in Singapore schools has implications, in particular, for teachers of English language who support learners for whom English is not the only or first language.
URI: 
Project number: 
CRP 27/04 MS
Website: 
Appears in Collections:CRPP - Conference Papers

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