Drama in language teaching: a challenge for creative development

Abstract

My aim in this article is to draw attention to the case of drama in the language context as a creative process and a challenge for creative thought. On one hand, by a brief historical review of drama teaching I attempt to define some misconceptions that drama may entail and on the other by presenting the benefits it offers as a pedagogical technique I aim to alleviate inhibitions several language educators have as to drama integration in the L2 classroom. I argue for drama as a teaching technique that fosters not only students' linguistic and emotional development but also a as a challenge for creative thought and a means that contributes to what Fontana (1997) called education for being,.

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