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postgraduate thesis: How participation in the school play impact on the formation of English as a second language (ESL) speakers' identity

TitleHow participation in the school play impact on the formation of English as a second language (ESL) speakers' identity
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Cheung, O. O. [張靄妮]. (2012). How participation in the school play impact on the formation of English as a second language (ESL) speakers' identity. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017802
AbstractThe present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice.
DegreeMaster of Education
SubjectDrama in education - China - Hong Kong.
English language - Study and teaching (Secondary) - China - Hong Kong.
Second language acquisition - Study and teaching (Secondary) - China - Hong Kong.
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/183360

 

DC FieldValueLanguage
dc.contributor.authorCheung, Oi-li, Olivia.-
dc.contributor.author張靄妮.-
dc.date.accessioned2013-05-26T06:54:49Z-
dc.date.available2013-05-26T06:54:49Z-
dc.date.issued2012-
dc.identifier.citationCheung, O. O. [張靄妮]. (2012). How participation in the school play impact on the formation of English as a second language (ESL) speakers' identity. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017802-
dc.identifier.urihttp://hdl.handle.net/10722/183360-
dc.description.abstractThe present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B50178027-
dc.subject.lcshDrama in education - China - Hong Kong.-
dc.subject.lcshEnglish language - Study and teaching (Secondary) - China - Hong Kong.-
dc.subject.lcshSecond language acquisition - Study and teaching (Secondary) - China - Hong Kong.-
dc.titleHow participation in the school play impact on the formation of English as a second language (ESL) speakers' identity-
dc.typePG_Thesis-
dc.identifier.hkulb5017802-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017802-
dc.date.hkucongregation2012-

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