Embodied Language Performance
Mediational Affordances of Drama Activity for Second Language Learning
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The use of drama and theater training techniques may well be one of the most holistic approaches to second language learning. No other activity engages the learner in so many varied ways. The approach is uniquely multimodal, forcing the learner to recognize the power of language and the many levels of communication in which we participate. Drama activities create a communicative learning environment that fosters collaborative problem solving through authentic language use. Drawing upon the work of Vygotsky and cultural-historical activity theory (CHAT), this study examines drama''s ability to ...
The use of drama and theater training techniques may well be one of the most holistic approaches to second language learning. No other activity engages the learner in so many varied ways. The approach is uniquely multimodal, forcing the learner to recognize the power of language and the many levels of communication in which we participate. Drama activities create a communicative learning environment that fosters collaborative problem solving through authentic language use. Drawing upon the work of Vygotsky and cultural-historical activity theory (CHAT), this study examines drama''s ability to create an atmosphere of performative and dialogic inquiry based upon the interactions of learners engaged in collaborative problem solving activities. This study follows a diverse group of students from several different countries and language backgrounds as they use drama activities to explore and co-construct new understandings while acquiring English as a new language. With time the students began to embody their understanding through their language performance.
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