There’s no arguing with Benjamin Franklin’s observation: "Tell me and I forget, teach me and I may remember, involve me and I learn.” However, turning our classrooms to active language learning centres that foster practice in real life contexts is an age-old issue challenging most language educators. While I cannot speak to other subjects, one of the most effective ways to bring English language learning to life is through role-play.

Role-play, in its basic sense, is a technique that allows students to explore realistic situations by acting out scenarios. The value role-play adds to your language classroom cannot be overemphasised. A part from affording students the opportunity to practice language in context, simulations also enable learners to practice skills they might not use on a regular basis. Skills such as debating, persuasion, reasoning and negotiation can be flexed in hypothetical situations when they cannot normally be used in a classic school situation. Students are also able to adapt to situations they might not normally find themselves in, forcing their creativity to be exerted.

Let’s face it, no matter how much effort and skill a teacher puts in teaching verbs, nouns, pronouns or any other linguistic aspects in isolation, the practical application of these to attain fluency is always to no avail if context is not created to foster usage. However, if the same teachers were to require students to simulate specific scenarios like meet and greet, meetings, phone calls, making reservations, job interviews, or any other simple simulations that put language in context, learners would not only learn the functionality of a language but also assess their own language needs. This would make them more vested in their learning, especially in higher education where English is an optional general course competing with major courses for time.

Most critiques of role-play argue that it cannot be effective in large classes because it only involves a few people and that it is time consuming. This is true if the plan is to have one group model an activity for the rest. However, with similar/different scenarios distributed among small groups of students in index cards, everybody gets to participate. If the concept is—say—networking and small talk, students get to meet a stranger and begin a conversation. The same thing applies to asking for directions, getting lost at a bus stop, pitching an idea, name it. Besides, the time consuming part may be in the preparation but not within the class. Language cannot be taught theoretically without practice.

I must caution, though, that the power of role play is only harnessed when the role player receives expert feedback. Inexpert feedback or feedback from group members who are at the same level of competence as the role player is often inadequate, and may not further learning. Unfortunately, most role plays are usually done in small groups or pairs, and most feedback given by other, less than competent group members. The best way to go about it is to move around and listen in as much as possible as you take down notes to use during a debrief session. It might also help to provide learners with target phrases to use during the role-play because the idea is to practice either way. Role plays work best when the teacher first explains the purpose and outlines ground rules lest learners get carried away.

When all is said and done, there is no better way to have learners practice language in context rather than through simulations of real scenarios. Use it in your classroom to increase learner’s engagement with the language.

editor@newtimesrwanda.com