ESL Role-Play

<p align=right>by George Stocker</p>

<div align=justify>Learning a language is a complex and long process as anyone 
who has  tried will agree. One of the most difficult and 
frustrating things is  making the transition from the 
classroom to the 'real' world. In the  classroom, everyone 
knows you are a student and mistakes are allowed, and  the 
environment is contained and safe. Speaking another language 
outside  the classroom is completely different and often 
students are lost at sea  as soon as they step outside the 
door. Lists of memorized vocabulary are  suddenly useless 
when ordering in a restaurant.

Role-plays, or simulations are one of the ways ESL 
instructors can ease  students' transition into using 
English in real world situations. A  simulation is where 
students act out a real-life situation, for example  
checking into at a hotel, but do not act out a different 
personality.  Role-plays are where students take on 
different personalities. In a  role-play, for example, one 
student may be asked to take on the role of  "an angry 
neighbor" which is out of character for the student.

Role-plays require more imagination by students and teacher 
and can be  difficult to manage because they are 
unpredictable. The initial scenario  develops from the 
students interacting with each other and can literally  go 
in any direction. This gives students practice in a 
non-threatening  environment, and gives the motivation and 
involvement where they have to  think in English. Role-plays 
are interesting, memorable and engaging, and  students 
retain the material they have learned. In their assumed 
role,  students drop their shyness and other personality and 
cultural  inhibitions, making them one of the best tools 
available for teaching a  second language.

Here are a few pointers and suggestions to assist ESL 
teachers using  and managing role-plays:

-The more engaging the better. The value of  role-plays 
come from students immersing themselves in the material.  - 
Choose a 'hot' topic and stage a debate. Assign  students 
positions on the topic (for/against). This will get students 
 out of their personality and into the role where they do 
not have the  same inhibitions.  - Preparation is very 
important to success. Give students 'personality  cards' 
which sketch out their personal characteristics or scenario. 
Divide  students into groups and give them time to sketch 
out various scenarios,  and go over extra or special 
vocabulary ask them to discuss how they will  act, think 
about the character and plan what they will say. For 
example,  what are possible responses/replies for the angry 
neighbor?  - The teacher, as facilitator of the role-play 
must support students in  their role, i.e. they 'are' in the 
backyard arguing over the fence. Don't  do anything to 
interrupt the pretend environment. Leave grammar correction  
to the end. Correcting students in the middle of an argument 
interrupts  the pretend environment. Make notes and do a 
debriefing after.  - Exaggeration is good! Encourage 
students to exaggerate their actions,  opinions and 
movements. Exaggeration helps students immerse themselves in 
 the role.  - Stage a rehearsal first. Have students 
practice their role in small  groups with coaching from the 
other students.  - While the role-play or debate is in 
progress, have other students  suggest vocabulary first, and 
act as backup if they do not know.

Role-plays are unpredictable which makes them both a 
valuable learning  tool and at the same time difficult to 
manage. Sketch out the various  routes the role-play can 
take from the initial scenario. This will give  you some 
idea what to expect and avoid any surprises.

Suggested topics for role-plays:

- Lovers problems (He has to move away to get a  new and 
better job)   Spending money (Government, United Nations 
etc.  spending money, who gets what)

- Traveling (where would you go? what would you  do?)

- Debates on current affairs/politics. Extreme  opinions or 
opinions at the opposite ends of the spectrum work well  (i.e. left 
wing/right wing etc.)

Role-plays can range from 30 minutes or one hour to a year-long 
corporate simulation for business English. Staging role-plays can 
be  challenging for an instructor, but is also great fun. After you 
have done  a few, you will know what to expect and feel more 
confident.

My experience  is students love them retain what they learn, and 
often leave the  classroom laughing and still arguing all the way 
out of the building!

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<p align=center>Article source: <a href="http://www.ArticlePros.com/education/Study-Techniques/article-16457.html">ArticlePros.com</a></p>
 
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		<p align=center><b>About the author</b></p>
		<p align=justify>George and Daisy Stocker have traveled the world teaching <br />
ESL to children and adults. Their website, http://www.efl-esl.com <br />
offers ESL curriculum, activities, an online forum for ESL teachers <br />
and students, plus a free newsletter for ESL teachers.  Their second site, <br />
http://www.esl-storybooks.com offers storybooks and ESL curriculum for children.</p>
		<p align=left><a href="www.efl-esl.com" target="_blank" title="will open in new window" class=blue>www.efl-esl.com</a></p>		<p align=left><script type="text/javascript" language="javascript">eval(unescape('%64%6f%63%75%6d%65%6e%74%2e%77%72%69%74%65%28%27%3c%61%20%68%72%65%66%3d%22%6d%61%69%6c%74%6f%3a%77%65%62%40%65%66%6c%2d%65%73%6c%2e%63%6f%6d%22%20%63%6c%61%73%73%3d%62%6c%75%65%3e%77%65%62%40%65%66%6c%2d%65%73%6c%2e%63%6f%6d%3c%2f%61%3e%27%29%3b'))</script></p>		<p align=center><input type=button class=asubm value="Other articles by George Stocker" onclick="document.location='http://www.ArticlePros.com/author.php?George Stocker'" style="height:20px;cursor:hand"></p>
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