Theatre as a pedagogical tool in education and L2 teaching: An overview for insiders and interested educators

Abstract

This article reviews the literature on the application of theatre in education and second and foreign language (L2) teaching through secondary research, targeting practitioners and individuals interested in this topic. Data from reliable academic sources - including books, journal articles, conference proceedings, and doctoral dissertations- were analyzed and organized by themes. The study traces the history of theatre as a pedagogical tool from the sixteenth century to its evolution over time, highlighting practices within applied theatre. It focuses on the development of Theatre in Education (TIE) in Britain and its impact on theatre-based educational practices. It identifies gaps for researchers to explore TIE-like practices and those that differ from established frameworks in the literature. Additionally, the article examines the benefits of theatre projects in L2 education while addressing the challenges teachers and students face. The study reveals that the acceptance of theatre as a teaching method primarily depends on the policies set by institutions responsible for training language teachers. This finding highlights a significant research gap that invites further exploration among stakeholders in diverse educational contexts. This review aims to help current and prospective practitioners contextualize their educational activities involving theatre within a broader framework, reinforcing enthusiasm and cultivating interest or passion among them. Ultimately, it seeks to empower them to engage confidently in the discourse on theatre-based education, particularly in L2 teaching and learning at the higher education level, as well-informed educators. This article proposes actionable recommendations to ensure practicality, including specific research directions, methodologies, and questions, accompanied by concrete illustrative examples.