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How Participation in the School Play Impact on the Formation of English as a Second Language (ESL) Speakers' Identity



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How Participation in the School Play Impact on the Formation of English as a Second Language (ESL) Speakers' Identity by Oi-Li Olivia Cheung
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This dissertation, "How Participation in the School Play Impact on the Formation of English as a Second Language (ESL) Speakers' Identity" by Oi-li, Olivia, Cheung, 張靄妮, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The 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. DOI: 10.5353/th_b5017802 Subjects: Drama in education - China - Hong KongEnglish language - Study and teaching (Secondary) - China - Hong KongSecond language acquisition - Study and teaching (Secondary) - China - Hong Kong
Release date NZ
January 26th, 2017
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Country of Publication
United States
colour illustrations
Open Dissertation Press
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