Abstract
This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.
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