Carolina Ortiz Ruffinelli

Matthew Vaky

DOI: https://doi.org/10.47133/tegc_ch29  

ABSTRACT

Learning a new language is fun and memorable in classrooms where learners interact in real-life communicative situations. When theater is incorporated in their classes, learners of all ages and language levels can have even more fun. In this chapter, you will learn about user-friendly drama techniques, simple games, and drama-based ideas and improvisations. You will learn about using theater scripts and even incorporating a short play in your classroom to enhance the teaching of English as a second or foreign language. You will also learn how to implement these drama activities in your class to build students’ vocabulary and enhance their communicative skills. 

Keywords: theater techniques, drama-based ideas, roleplaying, improvisations, classroom plays

How to cite this chapter: 

Ortíz, C. & Vaky, M. (2023). Using Theater to Teach English. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 351-366). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch29

INTRODUCTION

Drama is any activity that students use to portray themselves or others in situations that are imaginary or re-created from real life. These activities can be physical movements, roleplays, mimed actions, theatrical games, improvised situations, and actual plays. Ample evidence exists showing that drama and theater are beneficial for teaching English to students of all ages, language levels, and preferred learning      styles. Drama supports language acquisition and strengthens fluency by increasing students’ comfort level, encouraging their physical activity, providing opportunities for them to use vocabulary, and fostering their community-building interactions while also having fun (Giebert, 2014). 

Some language teachers may be reluctant or intimidated at implementing such techniques in their classrooms. Lacking experience or training, these teachers might be apprehensive or scared at asking students to go beyond a stereotypical classroom environment by using drama to enhance language acquisition. Based on research related to using theater in language classrooms (Davies, 1990; Holden, 1981; Kovács, 2017; Maley & Duff, 1993), we offer suggestions for how teachers can calm their fears, gain confidence, feel inspired, use creativity, and go beyond their comfort zone to use theater for teaching English.  

background

As language teachers, we often start a new semester with ice breakers to help us get to know our new students and, also, to relax our students so that they feel comfortable in this class. Besides being fun and setting a positive tone, such ice breakers also set the scene for using drama in our respective classrooms (Kawasaki, 2021). Simple physical movement is a form of drama (e.g., Touch your knee.). Pretending is another form of drama (e.g., Pretend you are eating a delicious sandwich.). Through such actions, our language learners can demonstrate their initial understanding. These actions can also serve for liberating our students’ imagination and encouraging their creativity as well as for leading toward deeper comprehension. 

When using drama in our English language teaching (ELT) classrooms, we do not expect our language learners to become professional actors. Rather, we incorporate drama techniques to support language learning. When prompted by drama techniques, our students enact responses to questions that start with who, where, what, and why. Who represents the character(s). In class, it is usually the students themselves (e.g., Pretend to be ordering a sandwich.) and can become extended to creative roleplaying (e.g., Pretend you are an angry waiter.). Where represents the setting. In class, it supports using language in a given context (e.g., Pretend you are in a busy coffee shop.). What represents the story. In class, it represents the action enacted by students such as the story or situation (e.g., Pretend you have lost your keys.). Why represents the reason characters are doing something. In class, this can involve profound thought and complex situations (e.g., Why is Romeo hiding in the bushes?) and, as such, is used for discussions (e.g., Why does Big Bad Wolf want to trick Little Red Riding Hood?).

You can infuse drama into your language lessons by progressing from ice breakers to physical movements and from pretending to roleplaying. This, in turn, can lead to organizing and directing short plays.

major dimensions

To incorporate drama in your ELT classroom, take the following aspects into consideration.

Working in Pairs or Teams

In a drama class, students work in pairs or teams to create a scene based on a specific situation or scenario. To work effectively with other members on their team, students need to feel hooked by and engaged with meaningful activities (Lundy, 2004). In a language class, student teams can create a scene based on elements (characters, setting) provided by the teacher (you). They can also enact short roleplays by using task cards with specific situations, by representing dialogues with characters from stories already read in class, or by creating other interactions that use authentic language. While these student teams are planning their scenarios, briefly visit each team and, if asked by students, guide them on using needed elements of the English language.

In your ELT classroom, divide students in pairs or allow them to form their own groups. Provide clear instructions, sufficient information, and needed elements so that students can plan a scenario for acting before an audience (i.e., classmates). Give students time to listen to each other and make decisions as a group (Zalta, 2006). Provide them with tools and props such as visual aids (picture cards with diverse situations and cultural backgrounds) and auditory aids (e.g., music, sound effects, audios). While students work together to create their dialogues, visit each group briefly to show interest but refrain from interfering. If desired, take notes (mentally or written) of students’ language errors and use these later for reviewing grammar structures, reteaching vocabulary, or providing pronunciation tips.

Doing Roleplays

Roleplays are highly beneficial to support language development (Holden, 1981). Depending on their level, students use specific expressions in dialogues for certain situations such as looking for someone, asking for directions, ordering at a restaurant, and seeking advice. In these dialogues, they learn to accept or reject information, which, in turn, supports them with using English meaningfully outside of class. These “make believe” situations prepare students for real life scenarios (Zalta, 2006).

Incorporating Drama Through Short, Weekly Activities

Drama can best foster students' English proficiency when combined regularly with other learning strategies. Incorporate drama techniques during short, weekly activities rather than long, sporadic sessions. Consider allowing students to use their mother tongue when interacting with each other to create roleplay dialogues in English. Depending on institutional policies, students at lower English levels might benefit from using their mother tongue to negotiate scenarios but, of course, must use English when acting before an audience. Encourage students with higher English levels to interact and negotiate in English. When using drama in your ELT class, base your students’ roleplays on school subjects (e.g., historical events), current concerns (e.g., climate change), or important milestones (e.g., birthday parties). 

Using Total Physical Response and Puppets

Total Physical Response (TPR; Asher, 1969) is useful for learners of all ages, but especially for young children. TPR is effective for learning new vocabulary (parts of the body), daily actions (brushing teeth), classroom activities (reading books), and grammatical structures (imperatives). Puppets serve to develop performance and dramatic sense by incorporating craft, movement, sounds, and short expressions in a safe classroom environment. When speaking on behalf of their puppet, learners feel enabled to participate without inhibitions given that potential language errors are the puppet’s fault (and not theirs). By speaking their puppet’s part, English learners use language and build confidence. Puppets are especially useful for timid students because, when learning lines and using new language forms, they pretend to be someone else, and this protects their own identity and provides a sense of security (Zalta, 2006). Through classroom puppet shows, children repeat chants that they can later incorporate in conversation. Similarly, use puppets to introduce songs, reinforce fluency, and support story telling. Consider having students make their own puppets to nurture their creativity and add a personal touch. Reinforce language during puppet making by having students follow oral and written instructions in English. Involve parents by inviting them to help build theater structures or puppetry sets. Many families willingly contribute materials, time, ideas, props, and other elements to show support for their children’s creativity. 

Practicing Pronunciation and Developing Fluency

Use drama in your language classrooms for students to practice pronunciation and develop fluency. Such drama tools can include songs, nursery rhymes, tongue twisters, and guessing games. Combine drama techniques with dynamic activities for your students to participate in movements, peer interactions, and emotions. By doing so, they practice pronunciation, develop fluency, improve their speaking, and build socio-emotional skills.

pedagogical applications

To better meet your learners’ language needs, incorporate drama activities into your classes. Build these activities one-by-one in a progressive manner and adapt them as needed—thereby maximizing their potential in helping students improvise. To facilitate using drama to support language learning in your classroom, consider implementing several of the following user-friendly drama activities. 

Use Objects 

Have students use objects such as a pencil, hairbrush, spoon, cup, or coin. They use these objects in different settings, such as a classroom, bedroom, kitchen, cafeteria, or store. Depending on students’ ages and language levels, they might do extension activities. Suggestions are provided in Table 1.

Table 1

Using Objects 

Mime Actions

Help students enhance language learning by miming actions. Select words and/or phrases from content being taught. Distribute cards with vocabulary, action verbs, or scenario descriptions. Give instructions (targeted tenses or phrases) and adapt as needed. Students use their bodies to mime actions. Their classmates guess what is being mimed. Examples are given in Table 2.

Table 2

Miming Actions

Enact Stories

Have students enact stories to enhance language learning. Distribute cards with sentences or story characters. Give instructions (targeted tenses or phrases) and adapt as needed. Explanations and examples are outlined in Table 3.

Table 3

Enacting Stories 

Do Roleplaying 

Check for understanding through roleplaying. Based on content being studied in class, give the students a setting (e.g., restaurant, bus stop). For intermediate and advanced learners, also give them characters, emotions, and/or conflict. Roleplaying is also a great way to prepare students for later doing a play. Consider using real-life situations or imaginary scenarios such as in Table 4.

Table 4

Roleplaying

Present a Play

After students have gained experience with roleplaying, have them present a short play. Consider writing a play specifically for your students, perhaps based on a schoolwide project such as we did for students in Paraguay. Their school project—caring for the environment—served as the theme for a student play that we wrote. This play, Together We Can Do It, is in the Appendix. 

The characters in this play are animals that live near or in the Paraguay River. We named each character by using the local word for that animal. The main character is TeroTero, which is a type of bird (see picture). The other animal characters are Dorado (golden fish), Guacamayo (blue parrot), Carpincho (large rodent), and Jaguar (enormous cat).

When writing a play for your students to present, consider following the suggestions in Table 5. Also, consider modeling your play after Together We Can Do It. Another option is having advanced students write their own play.

Table 5

Presenting a Play

In this chapter, you learned about using theater to teach English. You learned how language learners can benefit from TPR, roleplays, short activities, and story enactments. You learned to incorporate drama techniques into your classes by having learners use objects, mime actions, enact stories, do roleplaying, and present plays. By using these drama techniques, you will be able to “move the art” in you and, also, in your students.

Theater increases fun in the classroom and deepens understanding and learning. Here are several key concepts about how to use theater to teach English:

• • Begin simple (e.g., icebreakers) and move towards more complex drama techniques.

  • Prepare students for real life situations by using English in meaningful ways.

  • Incorporate drama within short weekly activities rather than long sporadic activities.

  • Use TPR, especially with younger learners, to introduce drama.

  • Use puppets as another way to incorporate drama in language classrooms.

  • Bring closure to a unit or the school year by directing a play that your students present. 

Based on using theater in English classrooms, answer these questions:

1. 1. Why should English teachers incorporate theater in their classrooms by first taking small steps and later expanding?

   2. In what ways do theater techniques encourage peer interaction? 

   3. Why is it important to give clear instructions? What types of tools (e.g., visual aids, props, language structures) can support students for doing theater techniques and using puppets? 

   4. How can you make your classroom a safe space so that students are not afraid to make mistakes when talking English? How does theater provide language practice and meaningful communication needed by learners to gain confidence as English users?

   5. How does theater provide opportunities for learners to use their body, express emotion, and develop creativity?

To apply what you have learned about using theater in ELT classes, do the following:

1. 1. Use or adapt the play, Together We Can Do It, which is in the Appendix. We created this play about the environment to accompany content being learned by our students.

   2. Make whatever changes needed to use this play with your students. 

   3. Incorporate this play (or another one) in your classroom as a one-day activity or to culminate a long-term unit on ecology.

   4. Use sets, props, and costumes. 

   5. Have students perform this play before a live audience (families or other classes).

Learn more about using drama and theater to teach English by visiting these websites:

• • Bring on the drama. https://www.fluentu.com/blog/educator-english/esl-role-play-topics/ 

  • Drama resource. https://dramaresource.com/drama-for-language-teaching/  

  • Learning language with theater. https://www.mosalingua.com/en/learning-language-theater/ 

  • Reader’s theater: scripts and plays. http://www.teachingheart.net/readerstheater.htm 

  • Total Physical Response. www.teachingenglish.org.uk/article/total-physical-response-tpr  

  • Using puppets in ELT. https://oupeltglobalblog.com/2018/06/08/10-ways-use-puppets-elt/ 

Roleplaying and other theater techniques are also addressed in other chapters of this book: 

Chapter 8 Teaching and Engaging Adolescent Learners by V. Ariza-Pinzón

Chapter 20 Creating an ELT Classroom Community by B. Crosbie and D. Carter

Chapter 23 Integrating Technology in Language Classrooms by H. Hubbard, A. Foss, and C. Strawn

Chapter 27 Implementing Actionable Gamification Design in ELT by F. Esquivel

Chapter 30 Incorporating Music in the ELT Classroom by O. Carrasquel

Chapter 36 Task-Based Approach With Adult Learners by I. Giménez and C. Rolón

Chapter 40 Strategies to Teach Speaking by S. Spezzini

Chapter 50 Developing Intercultural Competencies by L. Rojas, J. Castañeda, and J. Mosquera

Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53(1), 3-17.

Davies, P. (1990). The use of drama in English language teaching. TESL Canada Journal, 8(1), 87-99. https://files.eric.ed.gov/fulltext/EJ420165.pdf

Giebert, S. (2014). Drama and theater in teaching foreign languages for professional purposes. Recherche et Pratiques Pédagogiques en Langues de Spécialité, 23(1), 138–150. https://doi.org/10.4000/apliut.4215

Holden, S. (1981). Drama in language teaching. Handbooks for Language Teachers. Longman. 

Kovács, G. (2017, February 15). Four theories justifying the use of drama techniques in language teaching. Silo Tips. https://silo.tips/download/four-theories-justifying-the-use-of-drama-techniques-in-language-teaching-kovacs  (Reprinted from “Four theories justifying the use of drama techniques in language teaching,” 2014, The proceedings of the international conference: Communication, Context, Interdisciplinarity, Vol. 3 Language and Discourse (pp. 203-213), Petru Maior University Press, http://asociatia-alpha.ro/cci/03-2014/CCI-03-Lang.pdf) 

Kawasaki, J. (2021, September 8). Using drama as an ESL teaching method. Bridge Universe. https://bridge.edu/tefl/blog/using-drama-as-an-esl-teaching-method/

Lundy, K. G. (2004). What do I do about the kid who . . .? 50 ways to turn teaching into learning. Pembroke Publishers Limited. 

Maley, A., & Duff, A. (1993). Drama techniques in language teaching. In A. Swarbrick (Ed.), Teaching modern languages (Chapter 17, p. 9). Routledge. https://doi.org/10.4324/9780203060018 

Zalta, G. (2006). Using drama with children. English Teaching Forum, 44(2). 24-27. https://americanenglish.state.gov/files/ae/resource_files/06-44-2-f.pdf 

Carolina Ortiz Ruffinelli holds a bachelor’s degree in English from the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asuncion (Paraguay), and a master’s in education from the University of Alabama. Carolina has taught for over 20 years in the field of English language teaching. She is the academic director at the Stael Ruffinelli de Ortiz English institute and, also, teaches pedagogy at the ISL. As president and past president of Paraguayan Teachers of English to Speakers of Other Languages (also known as PARATESOL), an affiliate of the TESOL International Association, Carolina promotes professional development in English language teaching across the region. An accomplished actress, she has acted in various casts and directed plays and musicals.

ORCID: https://orcid.org/0009-0006-6808-4767 

Email for correspondence regarding this chapter: isl-cortiz@fil.una.py

Matthew Vaky is a theater artist and educator who resides in Washington D.C. (USA). He has researched theater in Paraguay as a Fulbright Scholar and taught theater at Capital City Public Charter School, Carnegie Mellon University, George Mason University, The Guthrie Theater, El Colegio in Minneapolis, and the GALA Hispanic Theater. Matthew has a BFA in drama and an MFA in directing from Carnegie-Mellon University, as well as an MAEd from The University of St. Catherine’s. He is a member of the Actors’ Equity Association and the Screen Actors Guild.

ORCID: https://orcid.org/0009-0004-1729-1526 

Cover Photo by Erik Mclean on Unsplash