Using drama in education to enhance Chinese language proficiency of non-Chinese speaking secondary school students

Abstract

In Hong Kong, the number of non-Chinese speaking (NCS) students learning Chinese as a second language (CSL) has been increasing in recent years, while more international schools are offering CSL programmes (e.g. IB Diploma Programme Language acquisition). Many CSL teachers report that the length of time their students devote to CSL learning varies greatly, making it difficult to cater for their diverse learning needs. The present study explores the use of drama in education for elevating NCS students’ motivational level in CSL learning and enhancing their language proficiency. 13 NCS secondary school students (N = 13) at an average age of 14.1 years were placed in a drama in education classroom for one year. Their language proficiency at the beginning and the end of school term was assessed by pre- and post-tests. Results indicated that the students’ Chinese proficiency had improved significantly (effect sizes between 0.75–8.00) upon completion of the drama-integrated CSL curriculum. They also reported greater motivation and better attitudes toward learning. Classroom observations and examination of students’ work revealed that drama in education is an effective pedagogy for motivating students to become caring and reflective inquirers and communicators, valued attributes of IB learners.