The role of role plays in teaching english

the more popular FantasyRPGs, Runequest. Before changing careers, he was an

English teacher and used the game Ghostbusters by West End Games in his

classes:

•  The setting is modern-day and almost universally accessible --

the Ghostbusters films were popular in Taiwan as well as the United States

and other countries.

•  The system is very simple. It was originally designed by Chaosium and

developed by West End Games specifically for out-of-the-box playing. 

•  Rolston invented scenarios using the school setting invaded by spooks

and/or lurid alien influences (thereby placing the students in a concrete

context). The introductory adventure had large groups (30 students)

dividing into six small groups which represented the six main PCs. The

groups then worked cooperatively by brainstorming to decide on the

character's actions. This increased the density of ideas and actions while

providing protection for less- verbal and less spontaneous youths.

David F. Nalle, professor of European history at the University of Texas and writer

of several RPG systems, has used similar techniques to teach history.

  

 

 

 

 

 

 

THE LESS-ENGLISH CLASSROOM

Obviously, RPGs have the most immediate benefits and possibilities for the upper-

level all-English conversation classroom. Lower-level English

Conversation classes may not find as much immediate use in the games (students

may feel intimidated by the free-form nature and language demands made by the

games). For upper level classes, the teacher need only "get them started" -- lower

level classes present more difficulties.

If the students don't know how to describe an action in the game, they may revert

to simple language rather than exploring other possibilities for description. One of

my initial groups would simply roll the dice to determine success and spent a large

portion of their first game using simple language as follows:

STUDENT ONE: I hit the monster.

STUDENT TWO: Roll the dice.

STUDENT ONE: I roll a four.

STUDENT TWO: Okay. You hit. Roll again.

STUDENT ONE: Fine, I roll a six.

And so on . . . . Not very promising. However, once it was explained that they

needed to use more description, they tried harder -- making the game more

enjoyable for themselves and useful for their language development. At this stage,

the teacher needs to be there more to answer questions about language and

vocabulary as they arise -- thus the teaching is in response to student generated

needs, a highly effective technique (Di Pietro, 19).

For classes which are less English-intensive and more elementary in nature (the

High School curriculum, for instance), long free-form RPGs of this type may not

be so effectively when conducted in English. The teacher may find it more useful

to make the sessions shorter and to follow Patricia Mugglestone's lead in having

new language items themselves presented as the problems to be solved in the game

(115) -- any students who have seen the final "Grail Scenes" of the popular

film Indiana Jones and the Last Crusade will appreciate that Indy's three

challenges to reach the grail were essentially a vocabulary quiz -- penitent man,

name of God, etc.

 

 

 

  

 

 

 

 

CONCLUSIONS

While Role-Playing Games may not be appropriate for all EFL classes, they

certainly have the potential of becoming a very useful addition to many teachers'

arsenals of worthwhile language learning activities for conversation (and

other) classes. It is hoped that more work in this subject might produce even more

beneficial techniques for the classroom teacher and helpful learning aids for the

student.

 

BIBLIOGRAPHY (SELECTED)

Bryant, William H. "Realistic Activities for the Conversation Class," The French Review, v59(3), Feb. 1986,

347-354.

Dayan, Daniel. "Review Essay: Copyrighted Subcultures," American Journal of Sociology, v91(5), March

1986, 1219-28.

DeRenard, Lisa A., and Linda Mannik Kline. "Alienation and the Game Dungeons and

Dragons," Psychological Reports, v66(3, pt. 2), 1990, 1219-1222.

Diaz-Rico, Lynne. "Story, Skit, and Theater in Whole Language Dramatics," Journal of Creative Behavior,

v26(3), 1992, 199-205).

Di Pietro, Robert J. "The Open-Ended Scenario: A New Approach to Conversation," TESOL Quarterly,

v16(1), March 1982, 15-20.

Jackson, Steve. Fighting Fantasy: The Introductory Role-Playing Game. London: Puffin Books, 1984.

Gygax, Gary. Advanced Dungeons & Dragons: Dungeon Masters Guide. Lake Geneva, WI: TSR, Inc., 1979.

---. Advanced Dungeons & Dragons: Oriental Adventures. Lake Geneva, WI: TSR, Inc., 1985.

---. Advanced Dungeons & Dragons: Players Handbook. Lake Geneva, WI: TSR, Inc., 1978.

Holmes, John Eric. "Confessions of A Dungeon Master," Psychology Today, Nov. 1980, 84-94.

Ladousse, Gillian Porter. Role Play. Oxford English Resource Books for Teachers Series edited by Alan

Maley. Oxford: Oxford University Press, 1987.

Mugglestone, Patricia. "The Primary Curiosity Motive," English Language Teaching Journal, v31(2), 111-116.

Petersen, Sandy. Call of Cthulhu. Albany, CA: Chaosium, Inc., 1989.

Sechi, Stephan Michael, and Jonathan Tweet. Talislanta Guidebook, Third Edition. Renton, WA: Wizards of

the Coast, 1992.

 

 

 

  

 

 

 

 

Shaw, David. "Interactive Literature," Whole Earth Review, Winter 1987, 128- 29.

Simon, Armando. "Emotional Stability Pertaining to the Game of Dungeons & Dragons," Psychology in the

Schools, v24, Oct. 1987, 329- 332.

Stratton, Jerry (jerry@teetot.acusd.edu). What Is Role-Playing? Article available via

anonymous FTP from teetot.acusd.edu, 1991.

Swink, David F., and Dale Richard Buchanan. "The Effects of Sociodramatic Goal-Oriented Role Play and

Non-Goal-Oriented Role Play on Locus of Control," Journal of Clinical Psychology, v40(5), Sept. 1984,

1178-1183.

Toles-Patkin, Terri. "Rational Coordination in the Dungeon*," Journal of Popular Culture, v20(1), Summer

1986, 1-14.

TSR Staff. Advanced Dungeons & Dragons, Second Edition: Dungeon Master's Guide. Lake Geneva, WI:

TSR, Inc., 1989.

---. Advanced Dungeons & Dragons, Second Edition: Player's Handbook. Lake Geneva, WI: TSR, Inc.,

1989.

Tucholka, Richard. Fringeworthy: The Game of Interdimensional Adventure. Madison Heights, MI: Tri Tac

Systems, 1992.

 

 

 

 

 

 

 

 

 

 

 

Role-play is a valuable teaching and training tool that delivers immense amount of imprinted learning. This learning is retained and recalled better through the role-play experience. While it is evolving as a very effective, interactive teaching and training tool, many feel unprepared and uncomfortable about participating, or using role-play in routine teaching and training.

 

 

Role play in a simulation exercise where persons take on assumed roles in order to act out a scenario in a contrived setting. The learners or participants can act out the assigned roles in order to explore the scenario, apply skills (maybe communication, negotiation, debate etc.), experience the scenario from another view point, evoke and understand emotions that maybe alien to them. It helps to make sense of theory and gathers together the concepts into a practical experience.

 

This deeply rooted in the principles of constructivist teaching.

 

Role-play is also used a term for gaming, simulation and in couples interaction. In this we are going to talk about role-play as a teaching/training tool.

Learning Pyramid

didactic instruction

Why role-play?

 

 

 

Constructing meaning in a learner is a far better way to make learning memorable than simple transmission. In children the excitement of the role play, the interaction and stimulation to visual, auditory and kinaesthetic styles of learning helps a broad range of learners.

 

In adults the tool respects their prior knowledge, experience and the reality they bring to a concept. It helps to make the concept being taught to be constructed and then reflected on.

 

It helps to move beyond any comfort zones and helps bring on attitudinal change through different viewpoints too. It helps to develop all domains of learning, cognitive (knowledge) , psychomotor (skills) and affective ( emotional)

 

It’s also a lot of fun (trust me) and helps shake off those lecture room cobwebs .

 

There is plenty of evidence that confirms the retention from participation is far higher than any other modes of learning.

Knowledge, Skills & Attitudes

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How does role-play work?

 

 

 

The choice of the role-play relies on the learning agenda and has to have clear aims and objectives. There are various ways role-play can work.

 

 

 

a) Observation : learning through observation and reflection happens when a group of learners watch a specifically constructed role-play using actors, simulators or even played by the tutors.

 

 

 

b) Modelling: Helps to learn a concept or an idea through participation. For example children can learn about history and historical figures by acting out scenes. While adults can participate in a constructed scenario- like an angry customer, worried patients etc.

 

 

 

c) Contemplation: It helps to stimulate analysis through exploring complex concepts and debating issues- usually ethical problems where there is no clear right or wrong.

 

 

 

d) Skills development: The participant can practice and develop skills such as breaking bad news, calming down an angry client, negotiating with customers etc.

 

 

 

e)Self-reflection: through participating in role-play the learners are bring many of their hidden attitudes to the surface and it helps them understand their own prejudices biases and assumptions. It helps to see the world through the other persons eyes and understand methods of communicating.

 

 

 

f) Re-enaction: By re-enacting a past experience it helps to bring recall, catharsis and also helps to identify creative solutions to a problem that could have previously difficult due to emotional distress.

Define Roles

Tips for Role-play success

 

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Constructing a role-play

 

 

 

Role-plays can be simple or complex, short or long and can be adapted to suit the needs of what is being taught or explored. If it is a simple skills being practiced we can set the scene quickly and let the participants practice.

 

The key steps in constructing a role-play are:

 

 

 

 

 

a) Define Aims and Objectives (is it to practice skills, explore concepts etc.)

 

 

 

b) Define setting/placement

 

 

 

c) Define clear role descriptors and what they will say (at least an outline)

 

 

 

d) Define time limit

 

 

 

e) Define observer tasks (if any)

 

 

 

f) Define ground rules of safety and feedback

 

 

 

g) Define debrief agenda

 

 

 

h) Define facilitator tasks

Running a role-play

 

 

 

As a teacher/trainer or a facilitator, we need to keep the time (and also prepare to call time out if things get out of hand!) We need to be observant and we need to take notes for feedback. We can ask observers to do the same. The feedback should be objective and based on observed facts.

 

 

 

If it s a group ensure the participants in the role-play are physically separated from the observers and are set close enough to be observed but far enough to give a semblance of a stage.

 

 

 

Be watchful for any participants going off the script and becoming too inventive- this may hijack the agreed agenda and also confuse the other participant(s) this is why very clear descriptors for the role and what the role has to say will be useful.

Feedback and Debrief Principles

 

 

 

It is better to follow the simple rules of feedback- where the participants are asked how it went, what emotions they experienced and one is playing a professional and the other a client – to ask each person’s internal emotions and how the other made them feel. If an assessment then the participant should be able to describe what went well and what didn’t go well. The groups will then give positive and constructive feedback.

 

 

 

 

 

It is often useful after debrief to summarise what was gained- by asking each participant for their points learnt or understood. It will be usually quite an assortment of learning points that shows how each role-play can stimulate several strands of learning beyond the original aims and objectives.Debrief needs to be succinct and clear.

 

 

 

It is always better to have an ice-breaker or a chat about an unrelated topic for a few minutes to break people out of role so any negative emotions or aggressions can dissipate. As role-play is very powerful people may end up staying ‘in role’ for a while after causing disruption to the group or the learning task.

Advantages and DisadvantagesAdvantages of Role-Play 

Disadvantages

  

Energising activity / fun to do Participants may be too shy and reluctant

Allows participants to contribute actively (even the quieter ones) Can be threatening to some

It is Time efficient It can become ‘too much fun’ and disrupt the task

Experiential learning is more powerful than instructions. Participants can get too involved and loose objectivity

It delivers complex concepts in a simple manner  Participants can overact and show off The observers may not observe well or take notes

Needs little preparation for the teacher/facilitator (unless you want to print out role descriptors) The observers may take ‘sides’ based on their preconceptions

 

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And finally...

 

 

 

Role-play is a powerful and effective teaching method for children and adult and can be adapted to deliver any learning objectives from simple to complex concepts. IT really lends well to practice communication skills, debate complex ethical issues or explore attitudes and beliefs. The success lies in the construction and delivery with careful facilitation.

 

 

 

It is a great for teachers and trainers as it is entertaining, more interactive and reduced learner fatigue.

 

 

 

Go on; on give it a try if you haven’t already.

 

 

 

How to Teach Using Interactive Role-Playing Exercises

 

In general, you as the instructor will want to follow all of the steps listed in How to Teach Using Role-Playing. The following comments are intended to help specifically with individual role-playing exercises.

More about Context and Roles

 

Since you've got a whole group, possibly the whole class, working on a problem, challenge them! Real geologic and environmental problems, especially the important and controversial ones are complex, without a single, simple answer. In a problem-solving exercise, you can break a complex problem into parts and give each part to different students. For a debate, choose a problem that students can really disagree on. Harwood et al., 2002 recommend that a debate problem "be one that can be viewed from at least four different perspectives."

 

More about Introducing the Exercise

 

If the students are engaging in a debate in which they need to decide not only their own arguments but must anticipate those of the other characters, they will need a fair bit of detail about the scenario, even if they are doing their own research. Take care to balance the roles; you don't want to strand one developer in a room full of environmentalists, nor do you want to send a lone oil company representative into a room full of global warming experts. If you have distributed information among students that they will need for problem solving, consider making sure that at least two students have each piece in case one student does not fully participate.

More about Student Preparation and Research

 

For a problem-solving scenario, you can have students research different aspects of a problem. Alternatively, assign general responsibilities to a team and have them meet in advance and parcel out specific responsibilities among the membership. For a more political debate, recommend editorial sources appropriate to the characters' perspective and advise them also to read editorials of an opposing viewpoint so they'll be prepared for the other sides' arguments.

 

From the instructor's perspective, preliminary research may be the most important part of the exercise, with a subsequent debate as a reward for good work. If there is preparation outside of class, it should be assessed or students who did not prepare will be unable to play their characters effectively, letting down those students who did prepare. A short position paper outlining the character's arguments, due the day of the debate, is often helpful for enforcing preparation and, to a degree, participation. It is also easier to grade a position paper than performance in a debate.

More about the Role-Play

 

The role-play is where the preparation finally pays off from the students' perspective, and the students actually get to make something happen, even if it is only a simulation.

 

If there is to be interaction among the students in character, you need to take the issue of safety very seriously. Blatner, 2002 compares role-playing exercises to lessons involving power tools; if students aren't careful and the instructor isn't watchful, students can get hurt. Feelings can run high during debates and some people don't always restrict themselves to constructive criticism. The instructor needs to enforce strict rules about tolerance and cooperation during interactive role-playing exercises. You can either print them out and distribute them before the exercise or have the students work out their own set during a class discussion. On a less worrisome level, shy students may need extra encouragement and opportunities to participate. A time limit on speaking and a requirement that each participant must speak a certain number of times may help. If need be, make a minimum participation limit part of requirements for a good grade.

Some solutions to problems that come up during interactive role-plays

More about the Concluding Discussion

 

Discussion is a good place to deal with the more subtle lessons of the exercise. For example, if some characters' goals were achieved and some were not, discuss why, especially if it had nothing to do with how well the student playing the "losing" character had prepared or played that character. For brief role-plays, the students might want to try exchanging roles, especially of opposed characters, and try the scenario once again.

 

Ground Rules for Interactive Exercises

This page is intended as a handout, or as the basis for a handout, for students about to engage in an interactive role-playing exercise, especially a debate. Instructors may ask students to sign the form before the exercise and to turn it in, posting another copy. Role-Playing

 

Argue your character's viewpoint as best you can. Don't assume that your opponents personally prefer their main arguments; they're in character too.

Courtesy and Open-mindedness

 

It's a bad idea to let an in-class debate or argument get heated for several reasons. Your school has rules restricting abusive language, and your instructor will be enforcing them. This is only a simulation; even if it weren't, people are entitled to their opinions and being rude to them won't make your opinions more attractive. You should also avoid dirty rhetorical tricks like interrupting people, speaking for longer than you need to in order to keep your opponents and critics silent, or making ad hominem attacks (against the person instead of against their idea). These tend to be poor substitutes for a carefully researched and well-thought-out argument.

Honesty

 

Never lie in an interactive exercise. Further, be ready to back up any and all of your claims with evidence. You're simulating an important real-world event, in which experts and representatives who lie would ordinarily damage their careers and harm their causes. If you don't know something, ask around to see if one of your fellow participants does. If not, you'll just have to admit that you don't know. Likewise, if pressed, be truthful about data that undermine your position.

Competence

 

Careful preparation and examination of your character and of the scientific issue you're approaching will make it less likely to encounter data that weaken your arguments. Logical, well-thought-out arguments are more likely to convince others. While debating, stay on topic and seek a solution that furthers at least some of your character's goals, even if it will require a compromise.

 

 

 

TEACHING ENGLISH THROUGH ROLE PLAY

(PREDAREA LIMBII ENGLEZE UTILIZÂND JOCUL DE ROL)

 

   Role-play is a classroom activity in which learners take on a ‘role’, they play the part of someone else, from a simple discussion between a tourist when asking for directions in a new city or at the airport, to more elaborate conversation about the American Dream or Genetics. Role-play is a useful tool not only for developing language skills, but also for increasing sociocultural knowledge and intercultural awareness.

   Depending on how a role-play is designed and set up, it can be used for a wide variety of purposes. Frequently, role plays are used to offer a chance to practice the language of particular situations, but they can also be used to practice particular areas of grammar, sets of vocabulary, functional language and even features of pronunciation. They may not even have a specific language focus and can be used to provide opportunities for students to practice their speaking and listening skills. Role-plays are simple but important way of extending the range of useful practice.