Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice

Bethan Hulse,Allan Owens

doi:10.1080/17501229.2017.1281928

Bethan Hulse, Allan Owens

Open Access

https://doi.org/10.1080/17501229.2017.1281928

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Abstract

ABSTRACTThis paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages to experiment with the use of unscripted ‘process drama’ in their classroom practice. The idea that process drama could become part of the language teacher’s repertoire has been in circulation for some time [Kao, S. M., and C. O’Neill. 1998. Words into Worlds: Learning a Second Language Through Process Drama. Edited by G. Bräuer. Stamford: Ablex]; yet there is little evidence to suggest that it has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences with their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the ‘crucible of classroom experience’ (Stronach et al. 2002, 124).

Highlights

There is a growing body of international research evidence which indicates that process drama can be an effective tool for promoting the spontaneous production of language within the context of additional language learning (Kao and O’Neill, 1998; Liu, 2002; Fleming, 2006; Stinson and Winston, 2011; Giebert, 2014)
The questionnaire data shows 100% student teachers agreed that ‘process drama techniques could be integrated into Modern Languages (MLs) teaching’
They were able to articulate a rationale for using process drama which linked with Ushioda’s idea that motivation in language learning is dependent upon expressing personal meanings and identities (Ushioda, 2011): ‘I like the idea that children can input their own ideas

Summary

Introduction

There is a growing body of international research evidence which indicates that process drama can be an effective tool for promoting the spontaneous production of language within the context of additional language learning (Kao and O’Neill, 1998; Liu, 2002; Fleming, 2006; Stinson and Winston, 2011; Giebert, 2014). The early formative experiences of student teachers are known to have a significant impact on subsequent practice and on the formation of a sense of a professional self (Day et al, 2007). At this early stage, when this sense of a professional identity is often very fragile (Hargreaves, 2002), student teachers look to their more experienced mentors for models of ‘good teaching’ which they may feel compelled to emulate (Jones, 2000; Tickle, 2001). The models of teaching on offer are becoming increasingly instrumental and defined by constraining cultures of performativity (Ball, 2003) which, it is argued, have an adverse effect on creativity and professional autonomy (Robinson, 2011; Adnett & Hammersley-Fletcher, 2009)

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