Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication

Abstract

Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

Using process drama in EFL education: A systematic literature review

“… Park, (2015) [ 33 ] N=NA Undergraduates Korea Qualitative Benefits of drama projects Drama projects are an effective means of positive attitude change and of promoting cognition, positive affect, and social skills. First Author Sample Place of Study Research Method Variance Outcome Publication Year Stinson (2015) [ 34 ] N = 22 Primary students Australia Qualitative Oral communication PD contributes positively to students' oral communication skills and intercultural awareness. Çoban (2017) [ 35 ] N = 27 Undergraduates Turkey Mixed Communication strategies Participating in PD does not have a statistically significant effect on EFL learners' use of communication strategies.…”

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

“…Ways in which our bodies engage in the writing process have been theorised from various perspectives, with speech and oral language garnering particular interest [36]. Purposeful and well-structured classroom dialogue has been shown to have profound effects on cognitive development [40,41], with oracy often described as the bedrock of written literacy [42][43][44]. Drama has a unique ability to encourage oracy through imaginative, improvised and exploratory talk.…”

“It makes you feel a little bit freer”: Committing to creativity: A hermeneutic phenomenological study of a primary teacher’s use of drama with additional language learners.

“…Drama fashions stories through the embodiment of thoughts, words and feelings. Its usefulness as part of art-based literacy pedagogy has been long understood (Bunyan et al, 2003;Ewing et al, 2011;Harden, 2015;Ntelioglou, 2011;Stinson, 2015). Drama is able to recruit learners in shared imaginary worlds, inviting them to perceive life experiences from multiple aspects.…”