ABSTRACT
This chapter presents a case study on combining drama-based pedagogy (DBP) with experiential learning theory (ELT) for play production in a Russian as a foreign language (RFL) classroom. As a new and promising direction for Russian-language pedagogy, this dual approach creates a dynamic learning environment that allows advanced learners of Russian to acquire skills applicable in a variety of academic, professional, and personal settings while increasing their linguistic and cultural competence in Russian. An experiential learning approach offers students opportunities to develop independence, self-reliance, and problem-solving skills in a structured way using concrete experience, reflective observation, abstract conceptualization, and active experimentation. After a brief overview of key theoretical premises and recent research on experiential learning theory and drama-based instruction, I then describe how I implement this dual approach in Advanced Russian through Drama courses at the University of Texas at Austin. Using an experiential learning approach in conjunction with drama-based instruction allows students to become co-creators of their RFL experience and teaches them valuable, real-life skills in addition to L2 linguistic competence. The chapter begins by detailing the specifics of the curriculum design and describes some of the techniques, exercises, and assignments used to gradually prepare students for play performance. The chapter concludes with insights of practice, including suggestions for curriculum and materials development.
