Putting process drama in practice with TBLT principles: TESOL in action

Abstract

Approximately five decades ago, Lindsay (1974) voiced clear criticism about a common problem in teaching English as a foreign language (EFL). Lindsay argued that “we often teach language as if it were an isolated phenomenon existing apart from gestures, expression, non-verbal sounds, and other paralinguistic features” (p. 55) and suggested introducing drama-in-education in EFL classrooms