Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
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In this paper we discuss the construct of 'dual affect' and its relevance to drama pedagogy in a foreign language teaching context. We draw on a research project involving a group of advanced learners of Italian using drama-based strategies. We begin with a theoretical discussion of dual affect, aesthetic distance, and protection mechanisms in the drama/language classroom. Next, we contextualise the research study and analyse student-participants' responses in selected moments of the drama. The analysis suggests that, while some student-participants experienced the dual affect of drama as a threat, others found it a stimulus for reflection and a challenge. We argue that this may have had an impact on their perceived learning outcomes and on their willingness to communicate in the target language. We take this opportunity to reflect on the importance of managing dual affect in the process drama classroom, especially when working with advanced language students who have no prior experience in drama-based pedagogy.
Copyright remains with the authors 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Ireland (CC BY-NC-ND 3.0 IE) License (http://creativecommons.org/licenses/by-nc-nd/3.0/ie/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Applied Linguistics and Educational Linguistics