DRAMA IN THE ENGLISH CLASSROOM: UNRAVELING MISCONCEPTIONS AND HARNESSING ITS POTENTIAL IN UZBEKISTAN

Authors

  • Louis Train Inha University in Tashkent

DOI:

https://doi.org/10.37547/geo-15

Keywords:

drama, pedagogy, Uzbekistan

Abstract

Building on the observation that drama as a teaching tool is not widely used in Uzbekistan, this paper identifies and addresses three common misconceptions about drama among English teachers in Uzbekistan. Drawing on the notion of Drama pedagogy as described by Even (2008) as well as the large-scale survey conducted by Giebert (2014), this paper delivers a practical approach to adopting drama techniques into the classroom in Uzbekistan. Key words: drama, drama pedagogy, Uzbekistan.

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References

Even, S. (2008). Moving in(to) imaginary worlds: Drama pedagogy for foreign language teaching and learning. Die Unterrichtspraxis/Teaching German, 41(2), 161–170. https://doi.org/10.1111/j.1756-1221.2008.00021.x

Giebert, S. (2014). Drama and theatre in teaching foreign languages for professional purposes. Recherche Et Pratiques Pédagogiques En Langues De Spécialité - Cahiers De L APLIUT, Vol. XXXIII N° 1, 138–150. https://doi.org/10.4000/apliut.4215

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Published

2023-10-17

How to Cite

Louis Train. (2023). DRAMA IN THE ENGLISH CLASSROOM: UNRAVELING MISCONCEPTIONS AND HARNESSING ITS POTENTIAL IN UZBEKISTAN. International Scientific and Current Research Conferences, 1(1), 73–77. https://doi.org/10.37547/geo-15

Issue

TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES

Section

Articles

License

Copyright (c) 2023 Louis Train

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