Using Original Drama Series in the English Language Classroom: Three Big (Life) Lessons for (Young) English Language Learners
Mia Tarau
The importance of using drama to teach English is well-researched and extensively written about. It is not a new phenomenon: studies from the 1970s onwards have been extensively examining the language learning potential of this practice, which continues to be a popular focus of research (Davies, 1990; Lindsay, 1974; Maigl, 2021). However, there are many other skills that students can learn from drama series, which are not necessarily related to language. I will offer a list below, inspired by the original Chasing Time English drama series which learners can complete on their own on our platform.
1. That there is more to English than the ‘British English vs American English’ dichotomy - Drama series example: Skippers Pass
All Chasing Time English series are filmed in New Zealand, which – as a country – almost never features in English language teaching materials, despite the fact that New Zealand IS an English-speaking nation with its own English accent. Not only can students learn more about it as a country (and its natural beauty, as showcased in Skippers Pass), but they can also learn about how English can sound beyond the British and American accents that they are often exposed to in mainstream learning materials and in the media.
Bonus: There are speakers with a North American accent in this series (for example, in Skippers Pass, Episode 2!)
2. That the troubles of young love can impact their learning – Drama series examples: My Name is Lucky, Days Crossing
Ah, young love! This may seem frivolous, but it is NOT – not to young learners who may have travelled to countries far away from their home, without their families! International students studying overseas need to navigate a sea of challenges in their new lives overseas. My Name Is Lucky shows some of those struggles: making friends, falling in love, the impact of that on friendships and learning. Sometimes, falling in love may even lead to feelings of giving up and going home – but not to worry, everyone gets a happy ending, and English is being learned in the end! In addition to learning the language while navigating this series, young students may also identify with the characters’ struggles as they adapt to living, loving, and learning in a new country. Days Crossing also showcases ALL the feels of having a crush and being too shy to ask them out – SO relatable!
Bonus: The characters are also shown in more informal settings, going out and experiencing socializing and the music scene – what young learners wouldn’t find something to relate to?
3. That there IS support for them in their learning institution – Drama series example: My Name is Lucky
I will not spoil the surprise by going into detail about the factors that have led to Lucky needing help, but the main lesson here – particularly for young international students alone in their new host countries – is that their learning institutions offer qualified services to those who may go through more troubling experiences. My Name is Lucky is one series in which international students can witness an example of services offered to a student in need of help. They can also take home an important lesson: access these services when they are needed!
Bonus: this is not shown as something that is being pushed on them – Lucky herself is very resistant to accepting qualified support services and help. This may be something that they are not used to in their home countries (it CERTAINLY wasn’t a thing in my home country during my school years!), but My Name Is Lucky does a good job of presenting this to international students in western countries as a legitimate avenue when the going gets tough.
References
Davies, P. (1990). The use of drama in English language teaching. TESL Canada Journal, 8(1), 87-99.
Lindsay, P. (1974). The use of drama in TEFL. ELT Journal, 29(1), 55–59. https://doi.org/10.1093/elt/29.1.55
Maigl, H. K. (2021). Applying drama techniques in the English language classroom: A drama pedagogical sequence to teaching identity [Thesis, Karl-Franzens-Universität Graz]. unipub Repository. https://unipub.uni-graz.at/urn:nbn:at:at-ubg:1-166244