Dr Liu May 

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Abstract

This paper reports findings from the first stage of an instrumental case study investigating the pedagogical use of drama in a Chinese as a second language (CSL) classroom. A specific framework of instruction for teaching topics of texts was introduced to enhance secondary students' Chinese oracy. Data were collected through survey, interview and classroom observation in a Singapore secondary class.

The factors which catalyse, accelerate, maintain, and obstruct the teacher-student interactions in drama were identified to inform the formation of a more interactive and engaging drama-integrated CSL lesson. Findings discovered that students' attitude of speaking Chinese language is changed due to the introduction of the teaching framework which drama is employed as central pedagogy. However, the spontaneity posed by questioning and the application of drama appeared to be the teacher's most challenging task in facilitating teacher-student interactions.

Keyword(s) : drama as pedagogy, interaction, language learning, Singapore