School drama: Using drama for oracy in an EAL/D classroom

Year Published:

Abstract

This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program that promotes a dual focus of developing teachers’ capacity to use drama pedagogy with literature, and improving literacy outcomes and engagement for students. The research context was an intermediate Intensive English class at a western Sydney secondary school, involving students from refugee backgrounds. Data gathering included observations, focus groups, teacher interviews, and artefact analysis. While this instance of the program presented behavioural and structural limitations, benchmarking assessment depicted a marked to moderate improvement in oracy skills. Vocabulary, imagination and creativity and confidence emerged as the most salient ways oracy was developed and improved.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions: Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others? What role does technology play…

About this study

AGE: Children

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: Australia

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Two teacher workshops and seven

INTERVENTION DURATION: two-hour student sessions

INTERVENTION: School Drama

OUTCOME AREA: Education

POPULATION: Refugees

REGION OF ORIGIN OF PARTICIPANT(S): Middle East

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2021

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