Adriana Toshkezi Dervishaj


Teachers need the training to use Drama as a methodology in the classroom as Dorothy Heathcote did in the UK. But teachers of High School may use elements of drama such as asking students in the class to adopt different roles and act them out, watch how they improvise, use their imagination which urges their creativity and speaks about their own life experiences in different situations. Sometimes unknowingly teachers have used it by just asking students' opinion to express their ideas in group works or write questions after reading a story aloud. Drama may be used as a teaching methodology not only during drama or literature classes but also in other ESL classes like Business English, PR classes or research methodology. The primary aim of this qualitative research is to use drama as a method in the classroom to teach English as a foreign language and to use it as an emancipating praxis. What do I mean by emancipating praxis?By using a well-selected drama, students not only acquire language skills but also grow and evolve as social human beings through drama practice and rehearsal. The impact my practices have on the personal and artistic development of students is examined while integrating drama in the instructional process (language use, writing and acting to involve the whole class). This is written from the perspective of a reflective practitioner researcher using reflection in action to guide the research in the classroom. The work demonstrates how reflections inform practice in Drama classes. Drama as a method contributes evidence of students potential to change, analyze and improve whilst roleplaying a certain piece of drama. Drama is used to improve their ability to speak and learn English.

Keywords: research on practice, reflective notes, drama elements, action research, etc.

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DOI: http://dx.doi.org/10.0001/(aj).v4i0.1145

DOI (PDF): http://dx.doi.org/10.0001/(aj).v4i0.1145.g1378

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