Drama is not a novel method for teaching foreign languages; it has been used successfully since the 19th century. The issue continues to interest academics, as evidenced by a sizable and often updated online research bibliography. However, most scholarly studies on theater use in language instruction concentrate on its application in elementary or secondary education or learning all languages.
How may drama be described in the teaching of foreign languages?
Holden's definition of drama, which can be applied to most drama formats in language teaching and includes role-playing as a form of drama, is frequently cited. He states that drama is "any activity which asks the student to portray either a) himself in an imaginary situation or b) another person in an imaginary situation." But it's also essential to incorporate vocal and physical activities that don't involve inventing a fictitious character or scenario, like articulation exercises or movement games. Therefore, the following traits can be utilized to categorize theatrical activities for a description with a broader reach.
A drama project might last several months or more, but a drama game can be completed in only a few minutes.
While verbal exercises for language learning seem self-evident, non-verbal exercises can also be helpful. For instance, non-verbal practices can serve as icebreakers to reduce learners' anxiety, as discussion starters, or to broaden learners' perspectives on a foreign language by bringing their attention to aspects of body language.
Business experience teaching English theater initiatives
This section will discuss a teaching experience using a long-term theatre structure that is product-oriented. In this case, students from an applied science institution participate in a substantial theatrical play over an entire semester. In this optional course, they can perform in spaces created especially for this audience and typically focusing on business and industry-related subjects.
As this article has explained, language learners may embrace theatre to develop linguistic and nonlinguistic competencies for their future professional areas. It may teach international elements, grammar, pronunciation, vocabulary, and soft skills, including presenting skills, collaborative abilities, and self-management. It may produce engaging and practical learning opportunities that advance students' language proficiency, employability, and personal growth. Since the "real" learning has already been accomplished, it should not be seen as just a "fun activity" to pass the remaining five minutes of class but rather as a teaching strategy in and of itself.
However, teachers must be experienced with and at ease with theater for language learners to experience it at school or university. Since there are time and space restrictions and not all teachers are comfortable using a method they have not been educated in, drama is not always used in the classroom.
The question of what function theater may serve in teacher education therefore emerges. Are drama-focused classes for teachers necessary, or can we presume that instructors will learn by doing? This article aimed to highlight the advantages of drama in language instruction at universities, but whether drama becomes a widely used strategy for teaching foreign languages or remains in the relatively unimportant position it currently holds will depend on the institutions that prepare language teachers.