L'uso di tecniche teatrali nell’insegnamento-apprendimento di una LS/L2

Abstract

Nowadays it is extremely important to investigate the best strategies aimed at facilitating the acquisition of communicative competence in FL/L2, also taking into account the most recent European language policies. We must rethink the learning-teaching process in a sociolinguistic, pragmatic and intercultural way. As already established by research, the learners’ emotional involvement plays a key role for a greater effectiveness in learning outcomes. This is perfectly in line with the principles of the action-oriented approach as set out in the Common European Framework of Reference for Languages and in the Companion Volume, published in 2018. This paper aims at describing the potentials and advantages of drama/theatre techniques used in language teaching. We do not find many theoretical studies in this field because it is based on practical experiences which developed both a good language mastery in FL/ L2 and social outcomes, especially for foreigners, such as the possibility to fasten their adaptation in the host country and preserve their linguistic and sociocultural baggage as well. Drama/theatre techniques in language teaching have taken on always more interest because fully responding to the promotion of a plurilingual and intercultural education and of democratic coexistence.