The Role Of Drama In English Language

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English is recognized as a second language in Hong Kong officially. “After 1997, it is the government’s language policy to promote biliteracy (written Chinese and English)” (Fung & Carter, 2007, p. 49). In Hong Kong educational context, students are required to learn English in schools compulsorily. A philosopher, Wittgenstein, states that “The limits of my language are the limits of my world” referring to the infinite thoughts of human in the reality which contains the function of opposite meanings towards the sentence semantically. Besides, in relation to the role of drama in language teaching and learning, the statement indicates that teachers and students have unlimited creativity and imaginations despite the restriction of actuality. “Drama does things with words. It introduces language as an essential and authentic method of communication” (Kao & O’Neill, 1998, p. 4). This statement will be discussed with the development of English as a Second Language (ESL) in Hong Kong primary school settings through the implementation of drama pedagogy in a positive ways. To commence with, drama can widen the horizons of both teachers and learners through contextualization with different language abilities having a shared meaning. Teachers teaching children with simple vocabulary and sentence patterns can boost their mental lexicon and enhance their cognitive skills. It is known that “Teachers and students cocreate the dramatic ‘elsewhere’, a fictional world, for experiences,

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