Drama as a Means of Improving the Advocacy Skills of Non-English-Speaking-Background Students

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

Protecting others Sometimes we don’t want to express feelings so we don’t hurt or upset someone. The tendency to restrain emotional expression to protect others is particularly strong in many Asian cultures because they view hurting others as shameful. Traditional Asian cultures also view conflict as damaging to social relationships, so they discourage emotional expressions that might lead to conflict.

We hold these truths to be axiomatic: that all students, no matter their background, ethnicity, or rank, are created equal in status and in identity; no student is higher than the other. Each student is equipped with secure and unalienable Rights; that among these rights are Respect, Rightful Identity, and Freedom of Speech. We also believe that rules are formed to protect these certain rights and that the power of these rules comes from the power of the students; whenever any part of the rule fails to protect these rights, it is the right of the students to change it and to form a new rule that follows such principles which organizes its powers to end in Security and Happiness. Fair judgment, as a matter of fact, will ordain to say that long prevailing consequences should not be changed because of trivial, temporary, or fleeting reasons; and, in fact, history proves that students are more likely to suffer the bullying,

Dramatic play is one of the most important and useful center for children in the classroom. By playing in dramatic play they can develop their physical, cognitive, linguistic, social and emotional domains. In the article “Supporting Language: Culturally Rich Dramatic Play” the author state” Mrs. Ramos invites them to talk about their weekend activities. Rodrigo says he and his grandmother went to the panaderia (bakery). Two children ask, “What is that?” Juanita explains, “That’s a bakery where you buy bread and cake.” Mrs. Ramos says she and her mother used to go to the panaderia when she was a child. The children smile.” This a further proof of how children can develop their cognitive, linguistic

Throughout history, many academic scholars and teachers often feel disgruntled when interacting with troubled students. Whether these situations take place in: preschools, elementary schools, or higher education learning, the following disturbances become problematic. For example, in the article titled “Preparing Teachers for Crisis: A Sample Lesson” – written by Japanese Kevin Kumashiro, Kumashiro talks about [i.e. his views] what it means to be a student and how "anti-oppressive teaching" should be ruled out in academia. For this reason, my paper will analyze the credibility of his claims.

One characteristic of the culture is that in Asian cultures, most people share a high power distance between one another. This means that there is a sensitivity when speaking with people in a higher position in relation to one another. Children are taught to

The author discusses how we avoid confrontation by withholding from talking about touchy subjects, but in doing so we avoid facing critical public issues that need to be dealt with. I do believe that we are afflicted with misplaced politeness because we rather not cause trouble for ourselves or make others angry. This class in particular was difficult to express my opinions or other ideas without fearing that it would cause unnecessary fuss. I also didn’t really get a chance to talk about other ideas because every time I did raise my hand someone else would speak up. Anyway, I think ignorance is a dangerous thing in society because we do not seek the change that we wish to see or how to rectify what is wrong in society. We should speak about important topics about our society, but there is a time and place for them. You shouldn’t bring up something that would cause a family dispute. So it is necessary to discuss them, but it would be more effective to talk about them at certain

This is because of the culture Asians grow up in—or, more so the religions involved in their growth: Buddhism, Confucianism, and Taoism. “Within these philosophies families are highly structured, hierarchical, and paternal. Within the family systems children are taught that they must avoid bringing shame to their family and that the welfare and integrity of the family are very important. These Asian philosophies also teach principles of peace, balance, and harmony, causing some Asians to avoid confrontation or appear passive, indifferent, or indecisive. Using indirect methods of communication may be appropriate for some Asian students with strong ties to their ancestral culture.” (McKay School of Education, 2015).

Over the past four years since John started school in Australia his level of English has improved a lot; especially his receptive use of the language. John is a talented language student and is achieving great results in both additional languages he is studying at the moment, English and Japanese. Due to his cultural background John does not volunteer to speak freely during class. This makes it hard for his teacher to find the degree of depth of his understanding of new concepts learned in class. However, he is a passionate language learner and his focus is to perfect his knowledge in both additional languages.

This program is designed for the unit of HSC English Standard which aims to develop students understanding, competency and appreciation of the English language. In studying this unit, students will be provided with the opportunity to explore various textual forms so as to become reflective, insightful and effective communicators in an ever-changing society. It is becoming apparent that our classes are now more culturally diverse, thus our teaching practices should reflect those changes. The demographics of this English class is made of up 24 male students of mixed academic abilities from multicultural backgrounds. It is single-sex public system school, located in Western Sydney. This has influenced the selection of texts, supplementary content

Meiland insists that it is very important for students to use their teachers. He also says that many students do not use their teachers by asking questions, so they cannot get as much as they could do out of their college experience. As a reason for this, he cites intimidation by their teachers; however, even if they are not intimidated by their teachers, they can feel difficulties in asking questions. Especially in Japan, it has its own culture, “the virtue of modesty”, and education has been held without asking students to express their opinions. Therefore, now, expressing opinions is turned out to be a good thing, and students are required to do so, it is quite difficult to speak in a classroom where nobody says anything. Like

Professor Jordan is the type of teacher that many students love because she engages them so thoroughly. The students had broadened their horizons by learning the differing contexts of English; this lead to the conundrum of which dialect should they chose to represent themselves, but words possess the power to sway ones opinions, to initiate a change in how something is viewed.

In addition to differences in pronunciation, vocabulary and grammatical structures among cultural groups, variations also exist in the rules for general discourse in oral communication, covering such specific acts as narratives and conversation. In communicating with one another, teachers and students naturally will follow the assumptions and rules governing discourse within their respective cultures. Discourse rules govern such aspects of communication as: opening or closing conversations; taking turns during conversations; interrupting; using silence as a communicative device; interjecting humor at appropriate times and using nonverbal behavior. Once again, an American student studying in the middle east, who would constantly interrupt the teacher in order to clarify the professor’s opinion, would be considered to be

Despite the claim that Drama in Education ( DIE) as a pedagogy dimmed its popularity in the Western world since 1990 until 2016 (Gallagher, et al. , 2017), in the year of 2011, Morrow, et al. included it as one of the best practices in literacy instruction. Some of the teachers who had the experience of trying process drama in their classrooms found that the pedagogy improved students’ participations, pushed students to use their imaginations, performed deeper understanding of the topics being learned and made the students learn to have empathy ( Long, 1998). Do the voices from the classroom resemble to what researchers and theories have to say on process drama?

     There have been many dramatic plays over the centuries. Many of these plays have died in their time, while others have lived on. What makes these plays endure time and continue to be influential over time? Perhaps it is the storyline or the interesting nature of the play is what makes these dramas last. I think that it is the focus on human nature and its essential truths that keep these plays alive. Most of the plays, still enacted in theaters today, deal with social issues that people can learn from and relate to.