Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Three: Process Drama in a Real-World Context

Abstract

Based on research into the benefits of using process drama techniques in language teaching, guidelines for planning process drama-based language lessons were created. Using these guidelines as a starting point, two workshops were planned and carried out, with the main aim of introducing Korean elementary school teachers to process drama. The workshops featured activities based on techniques pioneered by Dorothy Heathcote and other practitioners. These activities were linked by a narrative inspired by the university the workshops took place in, introduced by the workshop leader working in-role. The feedback from the workshops showed high level of engagement, and support for the use of process drama in the teachers' future lessons.