From the head to the heart: A less-than-orthodox means for foreign language teaching and learning through theatre practice
Full APA Reference:
Fortin, M. (2024). From the head to the heart: A less-than-orthodox means for foreign language teaching and learning through theatre practice. New Zealand Studies in Applied Linguistics, 30(1). https://doi.org/10.59690/xu03521
In this article I reflect on the use of theatre as a tool to teach a foreign language.
Within the context of language education, theatre practice does not focus on the final
product. On the contrary, it emphasises the process of learning a foreign language.
Between 2020 and 2022 I conducted in-class theatre projects with students learning
Spanish at the University of Otago in New Zealand. These projects entailed the
translation of literary texts from English to Spanish, which later were dramatised. The
translation was carried out as an in-group discussion about grammar and vocabulary.
The dramatised reading encouraged students to use a variety of tones and levels of
volume to physically embody the text. The dramatisation allows students to design
their performance with freedom, because they are not ‘acting themselves’, but are
performing a different person. The final presentation of these projects filled students
with pride because the work was done entirely by them, from selecting the text, to the
translation and finishing with its dramatisation in front of an audience. These projects
prioritised freedom of expression and promoted autonomy in students to integrate and
apply the learnt content within a specific context in another language. This paper
provides a detailed description of how theatre-based instruction developed different
aspects of the learners’ language skills with students ranging from 100- up to 300-
Keywords: teaching/learning, foreign language, theatre, translation, dramatisation