IF I HAVE A ROLE: THE CLASSROOM AS A PERFORMATIVE SPACE

WHEN I TELL COLLEAGUES AND friends about the teaching techniques I borrow from theater and improvisation in my foreign language classes, they usually react with fascination: “That sounds like fun!” Frequently the next question is: “But is it actually useful?” This is a question that matters. In undergraduate language classes, syllabi are often densely packed with cognitively focused learning goals such as particular vocabulary and grammar themes. Time must not be wasted. There is little room for play, creativity, and imagination. However, in a sense, all learning involves creativity and imagination. Learning—especially communication—is not only based on cognitive