| Learning a language is a complex and long | | | | give them time to sketch out various |
| process as anyone who has tried will agree. | | | | scenarios, and go over extra or special |
| One of the most difficult and frustrating | | | | vocabulary ask them to discuss how they will |
| things is making the transition from the | | | | act, think about the character and plan what |
| classroom to the 'real' world. In the | | | | they will say. For example, what are |
| classroom, everyone knows you are a student | | | | possible responses/replies for the angry |
| and mistakes are allowed, and the | | | | neighbor? - The teacher, as facilitator of |
| environment is contained and safe. Speaking | | | | the role-play must support students in |
| another language outside the classroom is | | | | their role, i.e. they 'are' in the backyard |
| completely different and often students are | | | | arguing over the fence. Don't do anything to |
| lost at sea as soon as they step outside the | | | | interrupt the pretend environment. Leave |
| door. Lists of memorized vocabulary are | | | | grammar correctionto the end. Correcting |
| suddenly useless when ordering in a | | | | students in the middle of an argument |
| restaurant. | | | | interrupts the pretend environment. Make |
| | | | notes and do a debriefing after. - |
| Role-plays, or simulations are one of the | | | | Exaggeration is good! Encourage students to |
| ways ESL instructors can ease students' | | | | exaggerate their actions, opinions and |
| transition into using English in real world | | | | movements. Exaggeration helps students |
| situations. A simulation is where students | | | | immerse themselves in the role. - Stage a |
| act out a real-life situation, for | | | | rehearsal first. Have students practice |
| examplechecking into at a hotel, but do not | | | | their role in small groups with coaching |
| act out a different personality. Role-plays | | | | from the other students. - While the |
| are where students take on different | | | | role-play or debate is in progress, have |
| personalities. In a role-play, for example, | | | | other students suggest vocabulary first, and |
| one student may be asked to take on the role | | | | act as backup if they do not know. |
| of "an angry neighbor" which is out of | | | | |
| character for the student. | | | | Role-plays are unpredictable which makes them |
| | | | both a valuable learning tool and at the |
| Role-plays require more imagination by | | | | same time difficult to manage. Sketch out |
| students and teacher and can be difficult | | | | the various routes the role-play can take |
| to manage because they are unpredictable. | | | | from the initial scenario. This will give |
| The initial scenario develops from the | | | | you some idea what to expect and avoid any |
| students interacting with each other and can | | | | surprises. |
| literally go in any direction. This gives | | | | |
| students practice in a non-threatening | | | | Suggested topics for role-plays: |
| environment, and gives the motivation and | | | | |
| involvement where they have to think in | | | | Lovers problems (He has to move away to get a |
| English. Role-plays are interesting, | | | | new and better job) Spending money |
| memorable and engaging, and students retain | | | | (Government, United Nations etc. spending |
| the material they have learned. In their | | | | money, who gets what) |
| assumed role, students drop their shyness | | | | |
| and other personality and cultural | | | | Traveling (where would you go? what would you |
| inhibitions, making them one of the best | | | | do?) |
| tools available for teaching a second | | | | |
| language. | | | | Debates on current affairs/politics. Extreme |
| | | | opinions or opinions at the opposite ends of |
| Here are a few pointers and suggestions to | | | | the spectrum work well (i.e. left wing |
| assist ESL teachers using and managing | | | | right wing etc.) |
| role-plays: | | | | |
| | | | Role-plays can range from 30 minutes or one |
| -The more engaging the better. The value of | | | | hour to a year-long corporate simulation for |
| role-plays come from students immersing | | | | business English. Staging role-plays can be |
| themselves in the material. - Choose a | | | | challenging for an instructor, but is also |
| 'hot' topic and stage a debate. Assign | | | | great fun. After you have done a few, you |
| students positions on the topic (for | | | | will know what to expect and feel more |
| against). This will get students out of | | | | confident. |
| their personality and into the role where | | | | |
| they do not have the same inhibitions. - | | | | My experience is students love them retain |
| Preparation is very important to success. | | | | what they learn, and often leave the |
| Give students 'personality cards' which | | | | classroom laughing and still arguing all the |
| sketch out their personal characteristics or | | | | way out of the building! |
| scenario. Divide students into groups and | | | | |