Utilizing Readers' Theatre and Role-Play to Engage Young English Language Learners

Abstract

Students whose primary native language differs from the language taught in their school require specialized instruction and creative teaching strategies. Readers’ theatre is an evidence-based practice that builds language skills in English language learners. This technique was used in a diverse kindergarten classroom to increase oral fluency and vocabulary. Social and literacy skills were also targeted. This paper examines the benefits of using role-play and specifically readers’ theatre as an approach to teaching English language learners.

Keywords
language learners, readers’ theatre, role-play, fluency, vocabulary, social skills, literacy skills