Abstract:

Readers’ Theatre and Second Language Acquisition: some practicalities
I regularly use Readers' Theatre to motivate my students to learn English more quickly and effectively. It is also my favourite approach to teaching EAL students. However, it remains an unexplored resource in second language acquisition. In this paper, I give several practical tips on Readers' Theatre and we will also 'give it a go'. What is Reader's Theatre? Readers simply read from a 'script'. I use Readers' Theatre in my own way. I use fairy tales (Youtube versions) and historical accounts as the basis for students writing their own scripts. In other words, students both devise and then perform (by reading only) their own scripts to an invited audience. An audience is key in any art-form. I usually invite passers-by to pop in to hear the student's work. We sometimes share our work to a more discerning audience in our school hall but I am wary of showing too much, too early! This is performance - but not as we know it!

To explain further: we divide the story or text into speaking parts. Readers' Theatre does not require costumes, make-up, props or a stage. No memorisation is needed. We focus on bringing their texts to life through voices, faces and gestures. Students speak in role. Those who wish to narrate, link the scenes. Students become motivated to read with greater expression and meaning. Readers' Theatre encourages reluctant readers. Students are amused that their voices only can conjure up a character. They work effectively in teams of mixed abilities.

During this paper presentation, we will engage in a Readers' Theatre sequence.
Step 1: The Writing
1. I will introduce a Readers' Theatre of a fairy tale already scripted by my students.
We will discuss script-writing processes and concepts such as ‘scenes’, ‘character’ , ‘narrators’, ‘dialogue’.

Step 2. Preparing to Read
1 We will explore difficult words / pronunciations.
2 I will explain that there will be no props or movement used in this reading. The participant's voices will bring the play to life. He or she will speak in role. The group(s) will read the full script first in round-robin and then in individual voices.
3. Next, individuals underline their own lines. You will circle important words. With a pencil, you will put a slash mark where there is a pause. Put double slash marks for full stops and change of scene or time. We will write extra suggestions about your character in the margin.

Step 3. The Reading
1 You will stand, reading aloud making your voice as ‘interesting as possible’. Add in facial expressions and lively gestures.
2 Groups read in turn to the whole group.

A dynamic, new language programme has been introduced into Irish primary classrooms. This year, teachers are asked to engage playfully with the curriculum documents and online resources. My experience is that Readers' Theatre can be a useful playful , performative resource in second language acquisition. We have variously engaged with drama as a timetabled subject in multicultural classrooms for years. We know how to set up a fiction. We are familiar with exploring and making drama: communicating and co-operating in making drama; reflecting on drama. Readers' Theatre suits my style of teaching. It may not suit yours but go on... give it a go. Performative learning at this year's InTed conference! 'Hey Ho! Hey Ho! Its off to Valencia we go!'

Keywords:

Readers' Theatre, Second Language Acquisition, Performative Learning.