Using drama to increase learning motivation and cater for learner diversity

Background
Students learn best when they have the incentive and motivation for learning.  Whitear (1998) claims
that drama “is a refreshing and energising approach to language learning for both students and
teachers” (p.36).  Both Chauhan (2004) and Mordecai (1985) concur that drama provides a real context
for using the language for communication which stimulates motivation.  Likewise, Stern (1980) believes
that drama heightens students’ self-esteem and lowers their rejection in second language learning.  Wan
Yee Sam (1990) adds that drama helps minimise the problem of mixed ability.  More able students can
engage in roles requiring more oral communication whereas less able students can be involved more
in paralinguistic communication i.e. body language.  In short, drama provides an optimal climate for
language learning.

In view of this, drama seems to be a useful means to encourage students of Tsuen Wan Chiu Chow
Public School (TWCC) to learn English.  The students are from various cultural and sociological
backgrounds, including new arrivals from the mainland and non Chinese-speaking (NCS) children. 
Many of them have little motivation to learn English.  Their great differences in English competence
and learning styles make teaching a demanding job.  Coincidently, drama was a new genre to be
introduced in the P4 GE programme.  Realising the benefits of drama in language learning, teachers
thought they could take this opportunity to infuse drama into the reading lessons to enhance students’
learning motivation as well as cater for learning diversity.  At the same time, drama would also serve
other purposes such as creating a platform for students to practise their speaking skills, expanding their
vocabulary, developing their writing skills, and aligning classroom teaching with school event.


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