Cronaca di una lezione annunciata: process drama e glottodrama tra passato e sperimentazioni odierne

Abstract

How and to what extent can one effectively utilize glottodrama and process drama in instructional settings, particulary those that differ from the standardized ideals of many experts? This paper seeks to reconstruct the historical roots of process drama and glottodrama through an account of didactic experiment. The author began employing drama as a teaching tool in a traditional course in which students evidenced gaps in their oral communicative abilities and found that drama engaged learners in the study of everyday, authentic language. The different stages of the learning process, which culminated in the production of a final video project, allowed students to experience the creative power of language and to learn how to manipulate language to build and negotiate meaning. Special consideration is given to the activities and the results that were obtained using drama in foreign language teaching.