Inner City Life through Drama: Imagining the Language Classroom

Abstract

Both language learning theorists and practitioners of teaching English as a second language or dialect have argued that role playing moves language learners beyond their usual performance in ordinary classroom presentations. This paper tells the story of how inner city youth organizations use dramas that young people write, cast, and direct to enable them to retain their first language or dialect while gaining standard English and preparing for job entry. The story ends with implications for the language classroom.

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