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