The power of Readers Theater: from reading to writing

Abstract

Although using Readers Theater (RT) in various educational settings is not a new idea, few studies have been conducted to address both its theoretical and pedagogical issues in language classrooms. In this action research study, the teacher–researcher consistently explored three phases of RT activities with 14 ESL students in an intermediate L2 writing class in a US university. In Phase I, students read aloud their chosen sentences from the source text to generate discussion of the text's main idea. Phase 2 used student-chosen salient passages to extrapolate individual responses and meanings from the source text. In Phase 3, students created their own conclusions to the text. Data collected via students' reflective journals were analyzed, interpreted and compared with ESL teachers' reactions to RT through a simulated RT workshop. Positive effects of using RT were found. Theoretical concerns and issues of cultural appropriacy, and the pedagogical implications of RT are discussed. Recommendations for future research on RT in language classrooms are also given.

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