Deconstructing the bully and victim dichotomy

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dc.contributor.authorDonnery, Eucharia
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-03-21T16:20:43Z
dc.date.available2022-03-21T16:20:43Z
dc.date.issued2010
dc.description.abstractAlthough steps have been taken to address the issue of ijime or bullying, it remains is a serious social problem within the Japanese educational system. The main focus of this pilot study was to ascertain how beneficial process drama could be in developing oral communicative skills in the target language of English as well as to build social awareness through the deconstruction of the bully and victim dichotomy. Process drama in language acquisition is unique in its aim to fuse language learning and personal development. The average Japanese university student has had six years of compulsory English education, with an emphasis on grammar-translation and accuracy. This means that, while the average student excels at translation and test-taking, s/he has had little experience with communicative English and has no sense of ownership of the language. Because of this lack of oral communicative skills, process drama is an ideal means to build the bridge to communicative competence. This paper is part of a larger tri-semester process drama project and the data accumulated from all three will be used as evidence in a final PhD dissertation. Although steps have been taken to address the issue of ijime or bullying, it remains is a serious social problem within the Japanese educational system. The main focus of this pilot study was to ascertain how beneficial process drama could be in developing oral communicative skills in the target language of English as well as to build social awareness through the deconstruction of the bully and victim dichotomy. Process drama in language acquisition is unique in its aim to fuse language learning and personal development. The average Japanese university student has had six years of compulsory English education, with an emphasis on grammar-translation and accuracy. This means that, while the average student excels at translation and test-taking, s/he has had little experience with communicative English and has no sense of ownership of the language. Because of this lack of oral communicative skills, process drama is an ideal means to build the bridge to communicative competence. This paper is part of a larger tri-semester process drama project and the data accumulated from all three will be used as evidence in a final PhD dissertation.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDonnery, E. (2010) 'Deconstructing the bully and victim dichotomy', Scenario: A Journal of Performative Teaching, Learning, Research, IV(2), pp. 22-43. https://doi.org/10.33178/scenario.4.2.3en
dc.identifier.doihttps://doi.org/10.33178/scenario.4.2.3
dc.identifier.endpage43
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage22
dc.identifier.urihttps://hdl.handle.net/10468/12949
dc.identifier.volumeIV
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-4-2-3
dc.rights© 2010, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleDeconstructing the bully and victim dichotomyen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. IV Issue 02