ABSTRACT
In response to the contribution of cultural diversity and cultural practices in the teaching and learning of English as a second language, this essay is an exploration of various Drama in Education (DiE) strategies in scaffolding learning for reading fluency. Using teacher in role (TiR) as a practice I discuss my encounter when deploying TiR as an adult-led assistance to children when teaching reading skills. Through the use of TiR I was able to present instruction in a ‘systematic sequence’ that prompted content, materials and tasks understanding for my learners. In this essay I discuss the trends and expectations of teaching reading presented in my action research context when using TiR. In response to culture and cultural practices and learners’ needs presented by my English-as-a-second-language learners, I decided to explore various DiE strategies to scaffold learning for reading fluency. I explored scaffolding using TiR as a practice that a teacher can deploy when offering adult-led assistance to children when teaching reading skills. Through the use of TiR I was able to present instruction in a ‘systematic sequence’ that prompted content, material and task understanding for my learners. In this chapter I discuss the trends and expectations of teaching reading presented in my action research.
