ABSTRACT
This chapter describes the strategy and provides procedures for planning and implementation, and discusses logistical concerns, classroom environment, student motivation, and assessment ideas. Teachers often combine simulations and role-play so that students experience a phenomenon as they are acting in a particular role or so that roles played by some students will impact the environment of the other students. Gaming is a way to understand role-plays, simulations, and dramatizations. Role-plays about real-life situations or scenarios will require student to examine personal feelings and to readily think about course content beyond the classroom. Teachers who work with emerging bilingual or multilingual learners will tell the readers that role-play and dramatization are especially good fits for that group of students. It is time well spent to thoughtfully build an atmosphere conducive to using simulations and role-plays. Simulations, role-play, and dramatization are some of the most effective strategies available to world language teachers and teachers who work with multilingual learners.
