Abstract
A three-year interdisciplinary collaboration applied acting, voice, and speech pedagogy to team-taught ESL classes in higher education. This case study resulted in improved speaking and listening skills. Several innovative acting, voice, and speech techniques proved useful in lowering the affective filter-inhibitions that impede learning-by improving self-confidence and reducing anxiety. Other strategies such as task and project based learning, improvisation, and scene work empowered speakers and further improved confidence. Inner monologue and the method of physical actions helped improve paralinguistic categories such as body language and intonation. Course curriculum improved cultural literacy, fostering connections between a usually isolated population of international students and American theatre students. A series of intercultural activities benefited both groups and reinforced the value of each speaker’s idiolect. This course used intelligible eloquence as the standard for assessment and explored the performance of identity as a way to achieve fluency.
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