The theoretical architecture of a drama-based foreign-language class: A structure founded on communication, and supported by action, interaction, real experience and alternative methods
Comparison of the contributions in this volume will show the keyword Drama linking a lively profusion of teaching and learning activities, which in turn advert to a rich variety of theoretical reference points. This presentation of multifarious approaches is intended as a first step along the road to the establishment of drama as a method of language teaching and learning in its own right. In accordance with the general title of the volume, the following is an attempt to introduce the theoretical bases of such a method, i.e.: to define what might most usefully be understood here by a method; to consider in what specific areas future research might seek to provide theoretical accounts of a drama-based method of language teaching and learning; and above all, with reference to a number of relevant theories of (in particular foreign-language) teaching, to examine how far an overall theoretical framework may be constructed for drama as a complex and flexible resource in the foreign-language class.
Drama , Language teaching and learning
Schewe, M. (1993) 'The theoretical architecture of a drama-based foreign-language class: A structure founded on communication, and supported by action, interaction, real experience and alternative methods', in Schewe, M. and Shaw, P. (eds.) Towards Drama as a Method in the Foreign Language Classroom. Frankfurt/Bern/New York: Peter Lang, pp. 283-314.
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