The World is Our Stage and All of Us are its Actors!

Responsive teaching professionals research to discover effective strategies for supporting English Language Learners (ELLs). In the summer of 2013, I took on the challenge of accomplishing my master’s degree in the field of education, specifically focusing on how to best meet the needs of and support academic success for ELLs. Since I have been teaching English in South Korea, the focus for language education is somewhat different, as the learners are mostly English as a Foreign Language (EFL) learners. Nevertheless, in my most recent action research project, I dedicated my inquiry on improving the oral abilities of my students at the elementary level, especially for the third-graders, the grade in which English education begins. Indeed, this became the focal point since the Korean Ministry of Education strives to increase students’ communicative skills; moreover, as native English speakers, our highest qualification becomes the most authentic approach to learning English.

In 2001, the Sixth National Curriculum embraced a “communicative, grammar-functional syllabus,” establishing the policy of “teaching English through English” (Nunan, 2003, p. 601). As the premise, students learn to understand and express the basics of everyday language (Language Content Standards, 2011). In order to ensure that students have multiple, meaningful, and practical opportunities to use and engage in language learning, I fostered the communicate approach through role-playing. I myself always wanted to become an actress, and as part of my qualities of teaching, I believe this characteristic shines while in the classroom with my students. To create interest in language learning, students need to connect and develop a sense of motivation to participate, whether intrinsic or extrinsic. After various approaches to integrate role-playing into the language learning, students soon eagerly assumed their roles, and hence, our classroom became our stage.

The research shows that role-playing is highly effective in fostering language development for specific reasons. As Harmer (2001) expresses, it helps students make great achievements in speaking since fluency is central. Likewise, fluency is supported since repetition builds confidence and eliminates any errors in grammar, thus improving students’ sentence structure. Additionally, teachers can formatively assess students while they are role-playing at their seats or in front of the class. As evident from theevidenced by classroom engagement, student collaboration also strengthens relationships, especially those focused on mutual trust and respect; every student role is important. From my classroom stage, the energy and excitement heard during interaction proved that students’ interest and motivation were high.

Setting up the role-playing begins by first going over the target expressions and vocabulary from a particular lesson. Since my focus was mainly geared towards third grade, we integrated the expressions with popular fairy tales. As an example, my team teachers and I worked collectively to incorporate expressions like “I can dance” and “Can you sing?” into a PowerPoint-fractured fairy tale version of Cinderella. In this way, students linked their background knowledge and acquainted themselves with the expressions while connecting it to Cinderella. Before students engaged in role-playing, the teachers modeled a demonstration. According to the research, effectively modeling the use of the target language is critical for students to understand clearly what the expectations are (Williams & Roberts, 2011). Students also appreciated watching their teachers immerse themselves in the role-playing, making learning fun. Using various forms of realiaregalia, each student’s role came alive. One of the most effective strategies with of enhancing role-playing was with popsicle-stick characters. We also had students make their own magic wands and prince and princess crowns. In an effort to reduce students’ fear, and create a risk-free learning environment, students worked at their desks in groups of four. They also enjoyed transforming into their respective roles, changing their voices and acting silly with the language learning, further reducing their anxiety with speaking.

Another approach to role-playing is the inclusion of picture cards. In this way, students act as themselves asking and answering questions based on the target language. For the higher levels, role-playing in the fifth and sixth grades became possible with student-made talk shows. The team teachers gave students script templates with the target language, for instance, “Where are you from?” and “What’s your favorite subject?”. From this, students choose their unique characters like Detective Conan or Elsa and imagined how they would creatively respond. The results of all trials with role-playing during this teacher inquiry established that it is an efficacious communicative strategy. Teachers fostered student engagement, motivation, and a continued development in English language learning. In an adaptation of one of Shakespeare’s greatest quotes, “If role-playing be the seed of language learning, act on!”

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Gwangju KOTESOL Monthly Chapter Meeting
Date & Time: September 13 (Saturday), 1:45 pm
Place: Chosun University, Main Building, Left Wing, Rm 4211

Featured Workshops
• All-New Language Learning Games for the EFL Classroom.
By Jacob Boer (EPIK, Samgak Elementary School)
• Teaching Portfolios for Professional Development.
By Tyson Vieira (Muan Englishtown)
Swap-Shop: Share your teaching ideas and activities with the group.
Admission: No Charge

Sept. 13 (11 a.m.): Reflective Practice SIG Meeting, Chosun University side entrance.

Facebook: Gwangju-Jeonnam KOTESOL
Website: http://koreatesol.org/gwangju
Email: gwangju@koreatesol.org
Twitter: @GwangjuKOTESOL
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The Author
Kristin Godleski is originally from South Jersey, USA. She recently finished working for EPIK at Gwangju Gyelim Elementary School, and will return to teaching high school English literature in Quito, Ecuador for a private international school. She is currently completing her master’s degree in Science in Education, Teaching English Language Learners from Walden University. On behalf of the Chapter, she invites you to participate in the teacher development workshops at their monthly meetings and special events. Kristin is a KOTESOL member with TESOL certification from the UK and has completed professional development study at Columbia University and the College of New Jersey. Email: kristin.godleski@waldenu.edu