ENGLISH LANGUAGE TEACHING
How Remote Theatre and Poetry Can be Exploited in the Language Classroom
To develop learner autonomy and pluricultural competence
One way that language teachers can provide students the opportunity to use English in an authentic context is remote theatre. For example, learners in Khulna can co-create, rehearse and record a short play with learners in Kerala using a digital platform like Zoom. This is highly motivating for young adults, who can practise language skills while exchanging ideas with peers across the border.
Another way that language educators can help students develop their vocabulary, pronunciation and understanding of language structures is remote poetry. For example, students in Gaza can use a poem about how bakeries are affected by the occupation to practise literary devices while also helping students in Penang grasp geopolitical realities.
Advantages of Using Remote Theatre and Poetry
In the language classroom, remote theatre and poetry is especially fruitful because it broadens the scope for creative expression, critical thinking and collaboration. By creating rather than consuming content, students not only tap into their own cultural heritage but also explore that of students from a different geographical location. Telling stories while practising newly acquired language skills and crafting creative responses to a poem about moral issues both help to boost students’ confidence and self-esteem.
Framework for Remote Theatre
Haneen Jadallah, a UK-based Palestinian educator, suggests that students follow these tried-and-tested steps to write, rehearse and perform an online play:
- Map the story of the play using wh- questions: what, when, how and where.
- Share, discuss and illustrate the story among themselves, then share it with peers from another country.
- Edit the story for grammar errors without changing the plot. The teacher intervenes at this stage.
- Write the script of the story, focusing on characters, scenes, dialogues and stage direction.
- Attend an orientation session with the teacher to learn the ins and outs of recording the play on Zoom.
- Rehearse the script.
- Record the performance on Zoom, then share the recording with peers from another country.
An example task suggested by Haneen is:
Write a script for a short play about two ‘talking’ objects.
An Example of Remote Theatre in Practice
The video clip below is a demonstration of how students executed a script following the framework detailed above. The students in the video are geographically dispersed. Their teachers have experimented (successfully) with alternative ways of giving them language practice through cross-country collaboration.
This format can be adapted for different teaching contexts and is especially useful in building a bridge between students separated by geography, first language and culture. It is also an ingenious way to create awareness among students about environmental problems such as climate change and political issues such as the occupation of Palestine.
Similarly, remote poetry can be exploited in the language classroom not only to enhance students’ appreciation of poetic devices, but also to help them stay up-to-date on both local and international current affairs.
Note: These takeaways were distilled from a professional development webinar presented by Haneen Jadallah and Siddhu Tekur, and organised by IATEFL on October 4, 2024.
