Enhancing Trilingual Pedagogy in Teaching Dramatic Arts: Insights from Teachers

Limkani Sincuba, Andrea Mnqondiso Buka

Abstract


The purpose of this study was to investigate the use and effectiveness of trilingual pedagogy in the teaching of dramatic arts, with a focus on teachers' perspectives. The study looked at the approaches, challenges, and outcomes of teaching and studying dramatic arts in three languages: English, isiXhosa, and isiZulu. Employing qualitative approaches and a case study of three schools using an interpretive paradigm to analyze analysis, this study seeks to provide significant insights into how trilingual teaching may improve the educational experience and foster students' linguistic and creative growth. Through an examination of teachers' experiences and perspectives, the research hopes to contribute to the discourse on multilingual education and pedagogical approaches in the arts. The goal of this research is to offer important new understandings about how trilingual pedagogy might enhance the learning environment and support students' linguistic and creative development and analysis. Ten teachers from three schools were purposefully selected to make up the sample. A questionnaire was used as the data collection tool. The findings demonstrate that the participants needed trilingual pedagogy for teaching dramatic arts. The findings demonstrate that the participants needed trilingual pedagogy for teaching dramatic arts. The study concluded that in order to teach dramatic arts, teachers may use trilingual teaching methodology. Encouraging learning and better dramatic arts performances were thought to be achievable if all schools improved their trilingual pedagogies.

https://doi.org/10.26803/ijlter.23.5.21


Keywords


Trilingual pedagogy, dramatic arts, multilingual education, teacher perspective, linguistic development, artistic expression

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