Unlocking Language Fluency Through Drama: The Power of Plays and Sketches in the Classroom
Performing is a very powerful language learning tool or so it should be. However, I have always felt that the learning outcomes of performing in class in the target language were a little too often disappointing. What I tended to do with my pupils when they "performed" was to focus on a language structure or a topic, privileging the content while altogether omitting the acting side of the performance and the skills it required. This is what I used to do:
1) Teach a topic/structure.
2) Get pupils to create a role-play using a prescribed structure or model.
3) Give very little time for rehearsal (usually a few minutes in the lesson)
4) Get pupils to perform.
5) Assess briefly (it did not really count)
6) Give a round of applause.
7) Get crossed if someone was messing around while performing.
8) Feel sorry for those who tried very hard but gave a lifeless/ boring performance.
9) Keep smiling in an encouraging way no matter how dire the performance was.
I usually got a bit frustrated as I was expecting my pupils to perform like Robert De Niro, only in French. What I ended up observing were children reciting a usually erroneous role-play that only made sense to them. They looked up words in the dictionary because they wanted to express themselves but of course the spectators did not have a clue about what they meant. All in all, rather shambolic. Most pupils really enjoyed performing, but not so much having to do it in the target language. They wanted it to make sense and sound authentic but did not necessarily have the language skills to create a good accurate performance that the audience would understand and enjoy. So, I decided to change that!
Why use plays and sketches?
1) Pupils want their performance to be accurate. By performing a pre-written script, they do not have to worry about accuracy and can focus on their acting or their delivery in the target language. Participating in plays requires active communication. Learners need to listen, respond, and engage in conversations, helping to improve both verbal and non-verbal communication skills.
2) Before getting pupils to perform it is important to use the play/sketch as an opportunity to access and understand language in a specific context. Pupils need to understand the situations, the plot and the effects contained in the script to be able to perform convincingly. Plays and sketches can, therefore, be used as reading activities in line with the MFL Framework (“being sensitive to the written word”) and improve their understanding.
3) All pupils have the same script, ensuring that the audience (comprising fellow students) encounters no hurdles in comprehension. This uniformity establishes a fair and even platform for all pupils, shifting their emphasis from crafting language to delivering it effectively.
4) Pupils are encouraged to memorise longer responses; by doing so they develop retention and recall strategies. They also gain in confidence by being able to express themselves accurately. Associating language with actions, emotions, and situations in a play enhances memory retention. Learners are more likely to remember vocabulary and phrases when they are linked to specific experiences in a dramatic context.
5) The evaluation doesn't revolve around generating language (since everyone follows the same script), but rather centres on its presentation—accent, intonation, and flow. During the GCSE speaking exam rush, the main emphasis is usually on the content, overshadowing crucial elements like accent, delivery, and flow, which are integral components of the grading criteria.
6) Drama provides a real-life context for language use. When learners are engaged in a dramatic scene or play, they are using language in a meaningful and contextual way, which aids in better understanding and retention.
7) Drama often involves exploring different cultural contexts. This exposure helps learners not only understand the language but also the cultural nuances, idioms, and expressions, making their language use more authentic.
Points to consider:
Planning:
The preparatory work and the delivery of the performance require some time. Tailor the approach to suit your preferences and the needs of your students. Consider the option of unfolding it gradually across multiple weeks, with groups showcasing their talents at regular intervals based on a set schedule. Alternatively, you might opt for an immersive experience, dedicating a block of lessons culminating in a grand finale. The choice is yours; just ensure it aligns with your vision and resonates with your pupils.
Feedback and assessment:
The performance serves as a valuable assessment opportunity. Whether you opt for assigning grades or values to individual students, it's crucial to thoroughly evaluate their performance. Additionally, integrating peer assessment can be a fantastic method to underscore and clarify the language criteria for all pupils.
Celebrate success:
Besides applauding their efforts and providing verbal recognition for their hard work, students could receive an achievement certificate, postcard to their parents, etc. You could also compile videos or pictures from the performance into a showcase. This can be shared with the school community, parents, and even on social media platforms. It's a great way to document their achievement, but as usual check safeguarding requirements.
Further opportunities:
Lastly, discuss future language-related opportunities. This could involve participating in language competitions, joining language clubs, or even planning more language-focused events, like for example, if you and your students are up for it, a longer play performed for the whole school and parents?
Integrating plays and sketches into language learning proves transformative. This approach when planned and implemented effectively, addresses common pitfalls, enhances communication skills, and fosters cultural understanding. By embracing the power of drama, teachers empower students not only to speak a language but to authentically live and breathe it, ensuring lasting fluency and confidence.
I have created 3 sketches/short plays in French; if you are interested use this link:
For more information on teaching languages through drama find the references below:
Drama Techniques in Foreign Language Teaching by Olga Lucia Zuluaga Valencia
A comprehensive book that explores various drama techniques and their application in foreign language teaching.
The Use of Drama in the Language Classroom by T. McCargar
An article discussing the benefits of using drama in language learning and providing practical examples.
Teaching English Through Drama by Matt Bromley
While focused on English, this book offers insights into using drama as a tool for language teaching that can be adapted for other languages.
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