EXPERIENTIAL TEACHING THROUGH DRAMATIC READING IN TEACHING ENGLISH: EVIDENCE AT A PRIMARY SCHOOL IN VIETNAM
Main Article Content
Abstract
Experiential teaching is a trend applied in many subjects, including English, at the primary school level. Experiential teaching of English in primary schools can be done through many different methods, in which the dramatic reading method has been widely applied in the world and Vietnam recently. Based on the process of researching the theory of dramatic reading, this article focuses on studying the cases of teachers applying dramatic reading in teaching English at Bac Hai Primary School, District 10, Ho Chi Minh City. The research results show that through experiential teaching – dramatic reading, students can develop reading skills and attitudes of interest and be more excited with English reading skills compared to other methods.
Keywords
dramatic reading, experiential method, primary school English, using dramatic reading in teaching English in primary school
Article Details
References
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Do, M. H., & Nguyen, T. P. T. (2014). Vietnamese EFL Learners’ Reading Comprehension Affected via Metacognitive Strategy Instruction. International Journal for Research in Education, 3(5).
DuPont, S. A. (1989). The effectiveness of drama as an instructional strategy to enhance thereading comprehension skills of fifth-grade remedial readers. Unpublished doctoraldissertation. The Pennsylvania State University.
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Smith, M. L., & Shepard, L. A. (1988). Kindergarten Readiness and Retention: A Qualitative Study of Teachers’ Beliefs and Practices. American Educational Research Journal, (25), 307-33.
Schneider, J. J., & Jackson, S. A. W. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
Tajareh, M. J., & Oroji, M. R. (2017). The impact of drama on Iranian EFL young learners’ reading comprehension performance. Bulletin de la Société Royale des Sciences de Liège, 86, 67-80.
Tanner, J. M. (2012). Using dramatic activities in an English-Language Arts classroom to improve student comprehension of literature. Wisdom of Practice: An Online Journal of Action Research.
Tran, T. B. B., & Nguyen, B. H. (2017). Reading strategy instruction to Vietnamese young language learners: Teachers’ prac-tices and perceptions. Can Tho University Journal of Science, 7,
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Urian, D. (2000). Drama in education: From theory to "study cases." Contemporary Theatre Review, 10(2), 1-9.
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Wassman, R., & Rinsky, L. A (1993). Effective Reading in Changing World. Great Britain: Prentice Hall College.
Winston, J. (2004). Drama and English at the heart of the curriculum. London: David Fulton.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Publications.
Bernhardt, E. B. (2011). Understanding advanced second language reading. New York: Routledge.
Bolton, G. (1985). Changes in Thinking About Drama in Education. Theory into Practic, 24,
151-157.
Booth, D. (1985). Imaginary gardens with real toads: Reading and drama in education. Theory into Practice, 24, 193-198.
Brown, V., & Pleydell, S. (1999). The Dramatic difference: Drama in the preschool and kindergarten classroom. Portsmouth, N.H.: Heinemann.
Carrell, L. P., & Grabe, W. (2013). Reading. In: N., Schmitt. (Ed.). An Introduction to Applied Linguis-tics. Routledge, 215-231.
Carter, P., Hickman, J., McDonald, P., Patton, R., & Powell, D. C. (1986), Memorandum on Applied and Experiential Learning Curriculum Development, AACSB Task Force Report, March.
Cremin, M. (1998). Identifying some imaginative processes in the drama work of primary school children as they use three different kinds of drama structures for learning. Research in Drama Education, 3(2), 211-224.
Do, M. H., & Nguyen, T. P. T. (2014). Vietnamese EFL Learners’ Reading Comprehension Affected via Metacognitive Strategy Instruction. International Journal for Research in Education, 3(5).
DuPont, S. A. (1989). The effectiveness of drama as an instructional strategy to enhance thereading comprehension skills of fifth-grade remedial readers. Unpublished doctoraldissertation. The Pennsylvania State University.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
Fennessey, S. (2006). Using theater games to enhance language arts learning. The Reading Teacher, 59(7), 688-691.
Griffin, P., Burns, M.S., & Snow, C.E. (1998). Preventing reading difficulties in young chil-dren. National Academies Press.
Hoyt, L. (1992). Many ways of knowing: Using drama, oral interactions, and the visual arts to enhance reading comprehension. The Reading Teacher, 45(8), 580-584.
Israel, S E., & Duffy, G. G. (2009). Handbook of re-search on reading comprehension. Routledge.
Kelner, L. B., & Flynn, R. M. (2006). A dramatic approach to reading comprehension strategies and activities for classroom teachers. Portsmouth, NH: Heinemann.
Kempe, A., & Nicholson, H. (2007). Learning to teach drama 11-18. New York: Continuum.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. New Jersey: Pearson Education. Original work published in 1984.
Kornfeld, J., & Leyden, G. (2005). Acting out: Literature, drama, and connecting with history. The Reading Teacher, 59(3), 230–238.
McCracken, D. G. (1988). The Long Interview. Qualitative Research Methods (13). Newbury Park: Sage.
Nguyen, T. T. N. (2007). Teacher’ beliefs about teaching reading strategies and their classroom practices: a case study of Viet Ba high school. MA Thesis. English teaching methodology: 60.14.10. College of Foreign Languages. Vietnam National University, Hanoi.
Nguyen, T. B. T. (2018). Reading Strategies Used by Vietnamese EFL and ESL University Students. VNU Journal of Foreign Studies, 34(2), 111-124.
Oxford, R. L. (1990). Language Learning Strategies: What Every teacher should know. New York: Newbury House.
Pham, T. N. A., Nguyen, V. Q. N., & Nguyen, H. H. T. (2019). Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. International Journal of Language and Linguistics. 7(4), 172-177. doi: 10.11648/j.ijll.20190704.15
Rose, D., Parks, M., Androes, K., & McMahon, S. (2000). Imagery based learning: Elementary students reading comprehension with drama techniques. Journal of Educational Research, 94(1), 55-63.
Smith, F. (2012). Understanding reading: A psycholinguis-tic analysis of reading and learning to read. Routledge.
Smith, M. L., & Shepard, L. A. (1988). Kindergarten Readiness and Retention: A Qualitative Study of Teachers’ Beliefs and Practices. American Educational Research Journal, (25), 307-33.
Schneider, J. J., & Jackson, S. A. W. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
Tajareh, M. J., & Oroji, M. R. (2017). The impact of drama on Iranian EFL young learners’ reading comprehension performance. Bulletin de la Société Royale des Sciences de Liège, 86, 67-80.
Tanner, J. M. (2012). Using dramatic activities in an English-Language Arts classroom to improve student comprehension of literature. Wisdom of Practice: An Online Journal of Action Research.
Tran, T. B. B., & Nguyen, B. H. (2017). Reading strategy instruction to Vietnamese young language learners: Teachers’ prac-tices and perceptions. Can Tho University Journal of Science, 7,
138-147.
Urian, D. (2000). Drama in education: From theory to "study cases." Contemporary Theatre Review, 10(2), 1-9.
Van, V. H. (2011). The Current Situation and Issues of the Teaching of English in Vietnam. Retrieved from http://www.ritsumei.ac.jp/acd/re/k-rsc/lcs/kiyou/pdf_22-1/RitsIILCS_22.1pp.7-18_HOANG.pdf
Wassman, R., & Rinsky, L. A (1993). Effective Reading in Changing World. Great Britain: Prentice Hall College.
Winston, J. (2004). Drama and English at the heart of the curriculum. London: David Fulton.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Publications.