ABSTRACT

This chapter focuses on the role of drama in relation to language and literacy. This will be contextualised through short descriptions of classroom experiences, some mine while others are observed, where specific teaching approaches will be explored and punctuated with an analysis as to how these link to relevant theories. The drama which can be developed in role-play areas is just one aspect in which socio-dramatic play can enrich children's language development and literacy learning experiences. In addition, there are a wider range of strategies, such as freeze frames and hot seating, which are worth adding to teacher's repertoire. High motivation, longer periods on task and the more effective retention of learning are also positive outcomes of working with drama. The use of freeze-frame photographs can further enhance children's immersion in a story. Hot seating involves the children being questioned in role.