e-journal

Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated.
Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”.
Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating
and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study.
Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to
be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

Keywords Pedagogy, English language arts, English teaching, Dialogic classroom, Oracy,Speaking and listening, Process drama, Oral language pedagogy

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Informasi Detail

Judul Seri

English Teaching: Practice & Critique

No. Panggil

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Penerbit

: Emerald., 2015

Deskripsi Fisik

English Teaching: Practice & Critique Vol. 14 No. 3, 2015 pp. 303-313

Bahasa

English

ISBN/ISSN

DOI 10.1108/ETPC-07-

Klasifikasi

NONE

Tipe Isi

-

Tipe Media

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Tipe Pembawa

-

Edisi

Vol. 14 No. 3, 2015

Subjek

KIMIA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

Lampiran Berkas

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