It is that time of year at my school- English performance.
Walking around the building, you will definitely hear the grumbles of teachers lamenting why we engage in such a “time-wasting” and stressful activity.
“C’mon! We aren’t drama teachers!”
While one cannot dispute the stressful nature of a yearly performance in front of parents, colleagues, and administrators, research by Galante and Thomson (2017) challenges the notion that our drama performance is a time-waster and also raises questions about our roles as (English) teachers. Continue reading “Research Spotlight- The effectiveness of drama as an instructional approach for the development of second language fluency, comprehensibility, and accentedness”