#3894. Putting Process Drama in Practice With TBLT Principles: TESOL in Action

September 2026publication date
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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
Approximately five decades ago, Lindsay (1974) voiced clear criticism about a common problem in teaching English as a foreign language (EFL). Lindsay argued that “we often teach language as if it were an isolated phenomenon existing apart from gestures, expression, non-verbal sounds, and other paralinguistic features” (p. 55). Almost five decades later, little seems to have changed regarding this issue; there is still little evidence of drama-in-education’s common use in foreign/second/additional language classrooms (Hulse & Owens, 2019) despite bourgeoning research in drama-oriented language learning reporting its positive impacts on language education. We intend to provide a practical basis for the use of process drama drawing on the concepts of task-based language teaching (TBLT), in other words, an artistic, embodied, and crucially task-based pedagogy of TESOL “in action”.
Keywords:
Drama for Language Learning; TESOL; Lindsay; Language Education

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