Teaching Spanish through theatrical resources in Japan: A case study

Abstract

The use of theatre in teaching Spanish as a foreign language is usually implemented through various activities, for example, role-playing, dramatized reading of dialogues, small improvisations, etc. These activities are especially interesting at advanced levels due to the multiple educational benefits they offer, facilitating the achievement of linguistic objectives in a playful and effective manner.

This article will reflect on how to increase motivation and group cohesion at beginner levels through a theatrical project developed at the A1 level at the Cervantes Institute in Tokyo in 2022. Paying special attention to the importance of cultivating feelings and emotions that unite group members, without neglecting the course's linguistic objectives, a work plan designed for the project's ten sessions is presented. This proposal aligns with the criteria of the Common European Framework of Reference (2001) for defining course objectives, adapted to the students' needs and characteristics.

Throughout this article, the necessity of student involvement in cooperative work, prior knowledge of objectives, and equitable division of tasks in the workshop will be analyzed. To this end, the group and the questions posed (course type, content, needs, and characteristics of the students) will be presented; the work plan and objectives of the extracurricular activity (theatre workshop) will be explained; the steps for developing the theatrical piece as a literary text will be detailed; and finally, the students' testimonies and the conclusions drawn after the project's completion will be presented.

This approach aims to demonstrate that theatrical resources can be an effective tool for promoting both linguistic learning and group cohesion and motivation, even in beginner-level courses.