English through drama for oral skills development

Laura Miccoli

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EFL/ESL Teaching and Learning Foreign Language Teaching Methods Creative Drama in Education

Abstract

This paper presents the results of an investigation into the value of using drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and Via (1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schön (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the effectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners' voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning.

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References

1985Reflection, turning experience into learning 1994Appropriate methodology and social context 1992Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jack Mezirow. 1990. San Francisco: Jossey-Bass.1994A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation 1987Strategic Interaction: Learning Languages through Scenarios

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2015The Reduction of Speaking Anxiety in EFL Learners through Drama Techniques 2018Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners 2011Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom 2007The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context 2013Enhancing the English-Language Oral Skills of International Students through Drama 2014Drama and theatre in teaching foreign languages for professional purposes 2013A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach

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