The Dilemma

Finding the courage to speak when learning a new language is one of the hardest obstacles for English language learners (ELLs) to overcome. Many students are wracked with nerves at the mere thought of having to speak in front of their peers. This often makes it difficult to motivate students to speak or become excited about using the language they spend so much time and energy learning.

The Solution

Incorporating the performing arts into a foreign language classroom allows students to gain confidence gradually while creating a safe environment that encourages them to take risks with a language with which they may not be fully comfortable. In addition, theater art allows students to express themselves using English in a creative way. This art lowers the affective filter for students and encourages them to use the language in a comfortable atmosphere. Using theater in the class requires a lot of time and encouragement. However, the benefits of theater make it well worth the time. This is one example of a performing arts project that can be implemented in a speaking class.

The “Stuck” Project

Over the course of two semesters, students worked on a variety of theater projects that focused on different speaking skills. They ranged from simple role-plays or skits to memorizing monologues or movie scenes. At the end of the year, students were given a 6-week project in which they were to create an original play. This project was the culmination of skills and theater strategies that students had been learning throughout the year.

The project was called “Stuck,” because students were to create a play based on the scenario that their characters were stuck somewhere. They had to develop characters with distinct personalities and decide how these characters would react in the particular situation that they designed. Their “stuck” scenario was to have a beginning (how they got stuck), middle (what happened while they were stuck), and end (did they ever become “unstuck”). Students were also instructed to determine the relationship between their chosen characters and incorporate this relationship into the dynamics of the play. After students wrote their scripts, they focused on word stress, proper intonation, and choosing powerful vocabulary to create a particular mood. After rehearsing their plays both individually and with their peers, and upon receiving feedback from teachers, the groups put on an official performance where they collaborated with another speaking class. This gave the students an opportunity to confidently perform in front of an audience beyond their normal class. Furthermore, the opportunity helped many students realize that they had gained the ability and confidence to speak publicly.

6-Week Plan of Action

Week 1

• Choose “Stuck” scenario
• Create and develop a character (students were encouraged to create a character and personality that they would be comfortable acting)
• Determine character relationships
  
  

Week 2

• Determine if your characters ever get “unstuck”
• Decide whether the ending will be happy, sad, or other
• Make a detailed storyboard of the play
• Include at least five scenes with a clear ending
  
  

Week 3

• Create rough drafts of the script
• Determine the mood and tone throughout the play
• Focus on strong word choice to create the specified moods
• Peer-edit the script
  
  

Week 4

• Submit final draft
• Focus on word stress and intonation
• Start practicing with peers and receive feedback
• Conference with a teacher and work on pronunciation
  
  

Week 5

• Decide on what props will be added
• Practice with another group and focus on fluency
• Do a “dry run” practice in front of the class and receive feedback from peers and the teacher
  
  

Week 6

• Perform in front of both classes
• Self-reflect and group-reflect on the process and final performance
  
  

Outcomes

The most significant overall improvement was seen in students’ confidence levels. Students who had barely been able to utter a sentence out of fear of making a mistake in front of their peers were able to take on a role and become an entirely new person. Throughout the year students did many different types of performances, and by the end of the year they all said they felt more confident and at ease when speaking in front of others.

After spending significant time on word stress and intonation, students found that they were able to speak English with a more natural cadence. They also felt more comfortable with their pronunciation, which helped with their overall fluency.

Students felt more motivated to invest time and energy in theater projects because they enjoyed the process and loved watching their peers perform. They were enthusiastic to showcase what they had learned and the creative in the way they interpreted the “stuck” scenarios. At the end of the year, every student expressed interest in doing more theater projects in the future.

Unexpected Outcome

One of the most unexpected results was the way in which group collaboration motivated and kept students accountable. Japanese students in particular tend to be very sensitive about not “letting the team down.” Students who normally had poor attendance or would seldom do homework had an entirely different work ethic when they worked in a group. Additionally, students enjoyed the collaborative element of these projects much more than individual assignments and, as a result, built close bonds with one another that ultimately created a strong classroom support system. This environment, through art and theater, allowed students to take risks with the language and try things they normally would not be comfortable doing.

Rachel Ewing and Karissa Weeden are currently teaching English at Tokyo International University. Both received their MA in teaching at Willamette University and have been teaching in Japan for over one year.