Second Language Learning through Drama：Practical Techniques and Applications

Drama is increasingly being recognised as a valuable pedagogy for language learning as it can harness children‘s imaginations and stimulate their desire to communicate. Second Learning Language through Drama draws on current theories of additional and foreign language learning and illustrates through practical case studies how drama can be used to support the four key skills of listening, speaking, reading and writing.

Drawing on the work of an international group of practitioners who are all highly experienced in using drama for the purpose of second language learning, the book clearly explains key drama conventions and strategies and outlines the innovative ways they have been used to create enjoyable and stimulating classroom activities that allow for multiple ways of learning.

Throughout the book the emphasis is on making language learning accessible and relevant to children and young people through creative, physically active and playful approaches. The strategies described are all highly flexible and readily adaptable to different teaching contexts. Specific themes include:



Using stories and drama to motivate learners at all levels


Drama, language learning and identity


Assessment opportunities through process drama


Issues of language learning and cultural empowerment


Digital storytelling


Film & drama aesthetics

Second Language Learning through Drama will be of great interest to those studying on undergraduate and postgraduate courses and will serve as a highly valuable text to practitioners looking to incorporate the approaches described into their lessons and classroom activities.

Joe Winston is Professor of Drama and Arts Education at the University of Warwick. He previously taught French as well as drama at primary and secondary level. His previous publications include Beginning Drama 4–11 (with Miles Tandy, Fulton, 2008), Drama and English at the Heart of the Primary Curriculum (Fulton, 2004) and Drama, Literacy and Moral Education (Fulton, 2000).

Introduction: Second and Additional Language Learning through Drama
Joe Winston


‘Dramatic’ Language Learning in the Classroom

Li-Yu (Sabina) Chang

Using Stories and Drama to teach English as a Foreign Language at Primary Level

Li-Yu (Sabina) Chang and Joe Winston

Theatre, Language Learning and Identity (1): empowering additional language learners through theatre in education

Deborah Hull

Theatre, Language Learning and Identity (2): empowering additional language learners through classroom drama projects

Erene Palechorou and Joe Winston

Drama and languages education: authentic assessment through process drama

Julia Rothwell

Accessing traditional tales: The Legend of Bukit Merah

Madonna Stinson

Insights from a drama/EAL classroom: Using drama with English language learners in a Canadian high school

Burcu Yaman Ntelioglou

Using drama to enrich School Based Assessment in the Hong Kong secondary school English language classroom

Tanya Kempston


Second language learning and cultural empowerment: teaching Shakespeare in Taiwan

Yi-Mei (Astrid) Cheng and Joe Winston

Digital storytelling, drama and second language learning

Kirsty McGeoch

Film & drama aesthetics for Additional Language teaching

Erika C. Piazzoli