El uso del juego dramático en el aula de Español como lengua extranjera

Abstract

The aim of this article is to show the attitudes and beliefs of teachers toward the use of dramatic play in the language classroom, their knowledge of these techniques and perception of the relevance of its implementation as a methodological element. For this, a qualitative research is performed with Spanish teachers attending a refresher course conducted at the University of Alcalá. This work shows the willingness of teachers to use dramatic techniques and how they consider them effective and motivating; however, teachers usually do not use these techniques in the classroom because they feel constrained by the reality of educational practice. They also consider that the playful component supports academic rigor and discipline in the classroom.