Drama for
English Language Learners
Wendy K. Mages
Harvard Graduate School of Education
Drama & Language
Theory

“Being ‘exposed’ to a flow of language is
not nearly so important as using it in the
midst of doing” (Bruner, 1990, p. 70)
Research

3 Meta-Analyses indicate drama does
affect language development
(Conard, 1992; Kardash & Wright, 1987; Podlozny, 2000)
Why is Drama Beneficial for
Language Acquisition?

Provides a context for language use

Drama simultaneously engages the
mind, the body, and the emotions
First Stanza of the Poem
There were a few dozen who occupied the field
across the road from where we lived,
stepping all day from tuft to tuft,
their big heads down in the soft grass,
though I would sometimes pass a window
and look out to see the field suddenly empty
as if they had taken wing, flown off to another
country.
A “Taste” of Drama

Sample a number of drama strategies

Experience what it is like to be a student
in a drama class
Drama Teaching Techniques

Freeze
– Ensures safety of participants

Side Coaching
– Listen to the words I use
– I will try to coach you with my voice

No Right or Wrong
– Creates safe environment for exploration
– Encourages participation
Strategy: Walk About

Techniques
– Fast & Slow
– Heavy & Light
– Large & Small
– High & Low

Rationale
– Engage participants
– Dramatizing vocabulary
• Aids comprehension
• Aids retention
– I used vocabulary from the poem
Strategy: Character Walk

Techniques
– Lead with your head
– Lead with your Toes
– Lead with one shoulder
– Etc.

Rationale
– Encourages whole body engagement
– Teaches vocabulary for body parts
Strategy: Greetings

Techniques
– Hello
• Use just your eyes
• Use your head and face
• Use your head, face, and voice
– Goodbye
• Touch feet
• Touch elbows
– Introductions
• Formal
• Informal

Rationale
– Begin collaborative work
– Teaches basic greetings in context
– Teaches informal and formal introductions
Strategy: Statues

Technique
– Number off by twos
– Use your whole body to show me
•
•
•
•

Happy
Sad
War (view museum)
Peace (view museum)
Rationale
– Engage body in vocabulary development
Strategy:
Group Sculpture Tableaux

Technique
– As a group build a sculpture of a word
– Sculptures:
•
•
•
•

Waiting for Rain
Shocking
Mysterious
Pain
Rationale
– Encourage collaboration
– Vocabulary development
Strategy: Word Symphony

Technique
– Distribute words from text
– Allow students to experience the sound of
the words
– Conduct the word symphony

Rationale
– Encourage students to explore the sound
of words
– Introduces vocabulary from the text
Strategy: Choral Reading

Technique
– Show first stanza of poem
– Distribute lines of the poem
– Discuss line meaning in small groups
– Students collaborate to perform poem

Rationale
– Introduces text interpretation
– Introduces text performance
– Promotes comprehension
Questions?
Thanks!