The mandate of this assignment is to discuss how useful is the use of drama in the teaching of
language. There are several benefits that learners get from having drama being used as a method
of teaching language in schools which include developing speech and communication skills, builds
confidence, helps improve concentration and encourages team work.
The first point to be discussed is that drama develops the learners’ speech and communication
skills. Drama enhances verbal and nonverbal expression of ideas through the use of words and
body movement to deliver the message to the audience therefore developing the learners’ speech
and communication skills. Jung (2008) states that the process of drama gives learners a chance to
reflect... through speaking and writing (p. 75). This means that when they can practice the language
by saying out or writing the words on the dialogue of the dramatization to enhance their proficiency
when speaking such a language such as English with their peers thus helping to develop their
speech and communication skills. Dramatization therefore provides a safe environment of the
classroom as a safe place where learners can learn oral skills without the fear of judgement.
According to Aldavero (2008), “Drama activities… improve oral communication skills, by
exploring different language styles and registers”. This means that teaching language through
dramatic techniques learners get to explore different specific vocabulary in connection with a
particular speech situation as to are they appropriate to use in a particular speech situation or not
and also notice grammatical variation.
The second point to be discussed is that the use of dramatization in the teaching of language builds
confidence. Davies (1990) states that one of the benefits of drama is that learners become more
confident in in their use of English as they get to experience the language in operation (p. 97). This
is because as learner get to say certain words that the previously found hard to say when they
started learning the language they get to get more practice and the applauses they get after they
have partaken in a drama activities give them more confidence to use the words more often than
they used to before. Aldavero (2008) also points out that it improves confidence in the classroom
as the drama activities allow the learners to use the language they are more comfortable with. A
learner will use simple words if they are starting out to learn a language and eventual use complex
words on their dialogues as they become more proficient in the use of the language ultimately
becoming confident to use the language outside their classroom with their peers.
We now move on to discuss that the use of drama in the teaching of language improve
concentration. Davies (1990) states that shorter dramatic activities tend to improve concentration
as they tend to focus on one theme, setting, or idea and therefore they could quite easily be used
with less advanced students. This is because learners normally to do not have a lot of dialogue to
remember and they get to focus on the most important aspect of the dramatic activity hence the
improvement of concentration in class and ultimately language proficiency. According to Dougill
(1987), “the length is relevant, since it is advisable not to choose a very long script.” This reinforces
the point that short dialogues are easy to understand and concentrate on as young children have a
short attention span and therefore may lose interest on the task at hand if the script is too long and
comprises of more than one main idea.
The last point to be discussed is that drama when used in the teaching of language encourages team
work. Drama is a product of team work. According to Kalidas (2014) “Drama involves active
learning, cooperation and collaborative effort among the participants.” Teamwork is therefore the
backbone of the whole drama activity used to teach language. Activities such as role play involve
more than one-person portraying the characters in the play which needs a collaborative effort from
the learners for it to be successful. Wagner (1976) view that drama provides opportunity to children
to work together to achieve a more meaningful life and in order for the drama to succeed; they
have to cooperate and support each other’s efforts. This is because in these activities, learners work
in groups and create an imaginary world where they play different roles.
In conclusion, drama is useful in the teaching of language as it enhances verbal and nonverbal
expression of ideas through the use of words and body movement to deliver the message to the
audience therefore developing the learners’ speech and communication skills, it builds confidences
as the learners get to practice the language in the safety of their classrooms, it improves
concentration more especially when the script is short and lastly it encourages team work as drama
is a group activity in most cases.
REFERENCES
Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication.
Encuentro,
17,
40-43.
Retrived
on
December
24th,
2021
from
http://www.encuentrojournal.org/textos/alonso.pdf
Davies, P (1990). The Use of Drama in English Language Teaching. TESL CANADA
JOURNAL/REVUE TESL DU CANADA VOL. 8, NO.1, pg 97
Dougill, J. (1987). Drama Activities for Language Learning. London: Macmillan.
Kalidas, C. S (2014). Drama: A Tool for Learning. Procedia - Social and Behavioral Sciences 123
444 – 449
Jung, S. A (2008). Exploring drama activities to develop communicative competence in the high
school classroom. TESOL, 6(1), pg 75
Wagner, B.J. (1976). Drama as a learning medium. Washington DC: National Education
Association.
SEROWE COLLEGE OF EDUCATION
ENGLISH DEPARTMENT
NAME: SHIRLEY NINI
SURNAME: LETSHWENYO
CLASS: ES20
LECTURER: Mr MATHUBA
QUESTION: DISCUSS HOW USEFULL IS THE USE OF
DRAMA IN THE TEACHING OF LANGUAGE
DUE DATE: 31/01/2022