Abstract
This chapter considers the kinds of classroom discourse generated by performative language teaching approaches, particularly process drama. It introduces the constructs of learner engagement, agency, and perception-in-action. It examines both the practice of Teacher Talk (TT) and some of its typical features in the second language classroom, and juxtaposes that with Teacher in Role (TiR), a core pedagogical strategy in process drama. It discusses pre-TiR and post-TiR phases, and how awareness of TT features can support or hinder engagement. The chapter also discusses the art of questioning and the difference between make-believe and make belief in classroom dynamics. It includes a drama structure, Pygmalion, a workshop that investigates the connection between teacher and learner, artist and the work of art, power and agency.
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