Space of Learning: The Application of Phenomenography and Drama in Chinese as a Second Language Learning

Many ethnic minority students of Hong Kong are struggling in learning Chinese as a second language (CSL). In the past decade, a ‘drama in education’ (DiE) pedagogy has been used by some teachers to facilitate CSL teaching and learning. They found it effective in enhancing students’ learning motivation and language proficiency, the learning outcomes produced being much beyond those of students in conventional CSL classrooms. Based on a case study of a teacher in the first-time using DiE, we try to investigate why DiE pedagogy can be effective from the Phenomenography and its Variation Theory of Learning perspectives. The teacher’s application of DiE is examined and research data is analysed. Results indicated that DiE pedagogy can bring in the combination of variation and invariance and the core features of Phenomenography for effective learning easily, and that DiE lessons are highly open yet well-structured. The use of Drama Conventions (i.e. short classroom drama activities) directed students to discern the sameness and differences in text meanings and language forms which sharpened their sense making and brought about new discernments on the nature and meanings of what they learnt. Learning space was provided for playful imagination and personal meaning making. While the DiE classroom seems to be more intellectually demanding, it provided more uplifting and engaging experiences for the learners who became more willing to overcome their learning difficulties. Recommendations in using DiE pedagogy in daily CSL classes are provided so that teachers can go from shallow to deeper water in adopting the pedagogy.