ABSTRACT
This chapter examines the advantages of integrating drama-based activities into the second-language classroom as a strategy for developing critical thinking and nuanced understanding of cultural phenomena while still targeting foreign-language skills. Aiming to lower affective filters, strengthen confidence and foster collaboration, drama pedagogy situates students as active participants in processes of perspective-taking and improvisation by which they create imaginary worlds. Yet this low-tech approach can also facilitate self-reflective exploration of historical realities as illustrated through an exemplary module that sends students into former East Germany, a subject of culturally biased stereotypes. After reviewing the methodology and benefits of drama pedagogy, the article explains its application to an intermediate-level course designed to prepare students for advanced German coursework. Drama-based activities were integrated with popular films and texts to transport students into the mentalities and realities of a historical time radically different from their own. This approach allowed students to use level-appropriate German to express their ideas, empathize with unpopular attitudes and identify limitations of their worldview. Grammar practice augmented informal journaling to develop writing, stylistics and media literacy while also preparing students for classroom communication. Finally, formal essays evaluated linguistic proficiency and cultural competency for degree- and university-level assessment.
