Teaching drama to boys at Hong Kong secondary schools : benefits, challenges and implications

Abstract

This study attempted to explore the benefits, challenges and implications of implementing a drama-oriented language arts curriculum at two secondary schools in Hong Kong. The methods used in two same-gendered classes (all boys) can provide insight on how English teachers can teach language arts through the use of drama, while aligning to the New Senior Secondary (NSS) initiatives. Teachers’ misconceptions regarding drama education were also addressed and the benefits of drama pedagogy in teaching teenage boys English were analysed. Activities that teachers can conduct in their classrooms were given as well. This study tried to compare the drama learning experiences of two same-sex classes of Form Four students in a Chinese-as-the-medium-of-instruction (CMI) co-educational secondary school and an English-as-the-medium of instruction (EMI) all boys’ secondary school in Hong Kong respectively. Although both schools were new in teaching drama, the drama programme at the former school was part of the in-school curriculum whereas the one at the latter was in the form of an after school extra-curricular activity. By evaluating the effectiveness of their drama programmes for Form Four (Grade 10) students, both schools aimed at exploring the possibility of conducting the Learning English through Drama Elective Module next year at both schools. Both schools (i.e. research sites) involved students with varying English abilities, as well as students with Special Educational Needs (SEN) i.e. gifted students and students with learning difficulties. Both quantitative and qualitative data were collected through seven sources: students’ speaking exam results, students’ questionnaires, student group interviews, student reflections, individual teacher interviews, lesson observations as well as school documents. The results showed that students from both schools enjoyed learning English through drama in general. The students’ responses also showed that the drama lessons were helpful in motivating the students with varying abilities to learn English and enhancing their self-esteem. Drama was also found to be beneficial to students with SEN especially in fostering their sense of belonging and inclusiveness to their schools. However, responses from the teachers and the students’ exam results showed that the actual performance of students’ English speaking exams did not have a significant improvement at the EMI school whereas there was significant improvement in the CMI school. After evaluating the two drama programmes, one school decided to adopt the Learning English through Drama Module next year while another decided not to and chose to keep drama as an extracurricular activity. Comparisons between the two schools in the ways they implemented their drama curriculum were made and further analysis was employed. Finally, implications on how language arts, or specifically, drama could be taught in a new era for teaching and learning in Hong Kong were drawn.