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Role Play for ESL/EFL Children in the English Classroom Irene Y. Huang appleapplehuang(at)hotmail.com Jing Shan Elementary School (Taipei County, Taiwan) ETMA Program, National Cheng Chi University (Taipei, Taiwan) Introduction As Larsen-Freeman pointed out in her book "Techniques and Principles in Language Teaching", "Role-plays are very important in the Communicative Approach because they give students an opportunity to practice communicating in different social contexts and in different social roles." (p. 137, Larsen-Freeman) In order to help students improve their listening, speaking and overall communicative skills, I have designed and conducted several role play activities for my students to practice and use English in a more meaningful way as a practical language, and the results of my students' learning are quite positive. In the past few years, I have tried to let students act out several short plays adapted from children's favorite story books. Students love acting and playing, but the scripts can look overwhelming and intimidating since they have just begun to learn English as a foreign language, and the amounts of English words they know are limited. The lines normally take a lot of time and efforts for students to learn, practice and memorize. So, instead of asking students to perform an entire story, I tried to extract some situations and dialogs from teaching materials and have students act out some dramatic situations. Students played characters and said their lines out loud. It's much easier to teach vocabulary, lines, and the dramatic elements needed for a role play situation than to teach the elements of an entire play. And by letting students practice in pairs or small groups, every student can be involved in the role play exercises and enjoy the benefits of role play. Definitions of Role Play According to Brown (2001), "role-play minimally involves (a) giving a role to one or more members of a group and (b) assigning an objective or purpose that participants must accomplish." Brown suggested role-play can be conducted with a single person, in pairs or in groups, with each person assigned a role to accomplish an objective. (p. 183) McCaslin (1995) introduced role play as having the following characteristics: It (role play) refers to the assuming of a role for the particular value it may have to the participant, rather for the development of an art….Role playing is what the young child does in a dramatic play, but it is also a tool used by psychologists and play therapists….According to Richard Courtney (1974), "Play, acting and thought are interrelated. They are mechanisms by which the individual tests reality, gets rid of his anxieties, and masters his environment." (p.177)(p.10) Background There are many benefits of using role play. Furness (1976) stated that a child can enjoy and profit from a role play experience "in terms of improved communication skills, creativity, increased social awareness, independent thinking, verbalization of opinions, development of values and appreciation of the art of drama."(p.19) He provided seventeen advantages of role-play. Ladousse (2004) indicated that "role play is one of a whole gamut of communicative techniques which develops fluency in language students, which promotes interaction in the classroom, and which increases motivation." (p.7) In addition, he pointed out that role play encourages peer learning and sharing the responsibility for learning between teacher and student. He suggested role play to be "perhaps the most flexible technique in the range" of communicative techniques, and with suitable and effective role-play exercises, teachers can meet an infinite variety of needs.(Ladousse, 2004, p. 7) Stern (1983) suggested "role playing helps the individual to become more flexible" and "develop a sense of mastery in many situations". (p. 213) She suggested "through role play, L2 learners can experience many kinds of situations in which they will use the language; and as they develop a sense of mastery in them, they should be able to apply the language more easily to new situations." (p.213) Procedure For the role play activities in my classes, there are six major steps in the procedure.
In this article I will outline several reasons for using role-play in the classroom and I will offer some tips for getting the most out of role play.
Introduction
Introduction
Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher isn't convinced about the validity of using role-play the activity "will fall flat on its face just as you expected it to" (Gillian Porter Ladousse 1987). Therefore, if you think positive and have a go, you may be pleasantly surprised!
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