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What is Readers Theater?

What is Readers Theater?. Learners prepare, practice and finally perform (dramatically) a script for an audience. Performers hold and read their scripts, but staging and props can be used to create a theatrical effect.

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What is Readers Theater?

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  1. What is Readers Theater? • Learners prepare, practice and finally perform (dramatically) a script for an audience. • Performers hold and read their scripts, but staging and props can be used to create a theatrical effect. • Scripts can be previously written or created by teachers or students based on class materials.

  2. Why Use Readers Theater in Language Teaching? • “invites creativity and imagination” (Liu, 2000) • benefits of theater without the challenges • language practice across all skill areas and inspiration for gaining a deeper understanding of the language and culture (Lengling 1996) • intensive practice in effective communication

  3. provides authentic context for communication (Lengling, 1996) • reinforces retention with repetition • builds confidence and reduces anxiety (Brooks, 2010) • develops skills in cooperation, responsibility, interpersonal communication and time management (Liu, 2000)

  4. Adaptable to all proficiency levels and settings (Liu, 2000) • Flexible (any topics/language focus/ curriculum) • Motivating, fun and rewarding • Makes an excellent project for PBLT (project-based learning and teaching)

  5. Steps for Using Readers Theater in Language Classes • Appropriate scripts are found or created (by teachers or students). Consider using/adapting texts students are already reading for your course • Groups of students for each script are formed. • Students prepare for performance (see next slide) • Students perform for audience

  6. Preparation Schedule • Careful reading of scripts for deep understanding (meaning, mood, tone, etc)

  7. Adjustment of language in scripts for better communication to audience (but do not change authenticity)

  8. Assignment of roles (some students may have to play more than one character—which roles make most sense for this?)

  9. Identification of emotions of characters throughout the script

  10. Oral practice of roles (solo, as a group, peer feedback, coach feedback) for pronunciation and expression

  11. Planning a practice with props and/or minimal costumes and movement on “stage”

  12. Dress rehearsal

  13. The Performance • completely “student-centered” • invite an “outside” audience if possible (students and faculty from other classes, etc) • for entertainment and enjoyment

  14. Assessment? 1) Interaction with the audience (who do not have the script) • Did they understand? • Did they laugh? 2) Videotaped for self-evaluation

  15. Brooks, S. (2010). Readers theater in Taiwan: Meeting needs, facing chalenges. Reader Theater Digest.http://www.readerstheatredigest.com/?p=37 • Lengeling, M. et al (1996). The use of readers theater in the EFL curriculum (Mexico). English Teaching Forum. US State Dept. http://eca.state.gov/forum/vols/vol34/no3/p84.htm • Liu, J. (2000). The power of readers theater: From reading to writing. ELT Journal.54/4. 354-361. • Shepard, A. (2011). Aaron Shepard’s RT Page. http://www.aaronshep.com/rt/index.html#RTE

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