Dramatic transformations: Integrating theatre in English language teacher education

Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 2 (Jul 2025), p. 209-219 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS Dramatic transformations: Integrating theatre in English language teacher education Diannike Putri1, Barlian Kristanto2, Ida Dian Sukmawati3 English Education Department, Universitas Harapan Bangsa, INDONESIA1,2,3 1Email: Abstract - This study aims to analyze the impact of a dramaturgical approach on the development of linguistic competence, professional identity, and pedagogical creativity of prospective English language teachers. Using a longitudinal case study design with a mixed-methods approach, this research involved two pre-service teachers over one academic semester. Data were collected through assessment rubrics for drama scripts and videos, in-depth interviews, and participant observation, with analysis employing both descriptive statistics and thematic analysis techniques. Results revealed significant improvements in linguistic and performative skills, with scores increasing from script writing to video production (15 to 18 and 13 to 20). Qualitative analysis identified five key phenomena: Multimodal Linguistic Neuroplasticity, Professional Identity Reconfiguration through Performativity, Deconstruction of Language Skills Hierarchy, Theatre as a Sociolinguistic Reality Simulator, and Pedagogical Liminality. These findings collectively establish the foundation for a "Transdisciplinary Performative Pedagogy" that challenges conventional compartmentalized approaches to language teacher education. The integration of quantitative and qualitative results indicates that dramaturgical experiences facilitate not only linguistic development but also profound transformations in professional identity and pedagogical understanding. This research generates the concept of "Transdisciplinary Performative Pedagogy," offering a new paradigm in English language teacher education. These findings have implications for curriculum development that comprehensively integrates drama, encouraging pedagogical innovation and adaptability in language teaching for increasingly complex global contexts. Keywords: drama-based pedagogy, transdisciplinary performative pedagogy, professional identity formation, embodied language learning, English language teacher education 1. Introduction In an increasingly interconnected world, English language teacher education faces the formidable challenge of preparing educators who not only possess linguistic proficiency but also pedagogical creativity and adaptability to teach effectively across diverse cultural contexts. Traditional approaches to language teacher preparation often emphasize theoretical knowledge and methodological frameworks while inadvertently neglecting the embodied, performative, and transformative dimensions of language teaching (Kumaravadivelu, 2012). This disconnects This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/) 209 Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 2 (Jul 2025), p. 209-219 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS between linguistic competence and pedagogical creativity has created an urgent need for innovative approaches that cultivate more holistic and adaptable teaching capabilities (Stinson & Winston, 2011). Drama-based pedagogy has a long-standing history in language education, dating back to the communicative approaches of the 1970s and the subsequent development of task-based learning (Maley & Duff, 2005). Over time, research has demonstrated that dramatic approaches foster student engagement, increase language retention, and enhance communicative competence (Zafeiriadou, 2009). Hulse & Owens (2019) further argue that process drama provides a structured yet flexible framework for language learners to actively construct meaning through social interaction. Additionally, drama-based methods foster higher-order thinking skills, emotional intelligence, and multimodal learning, making them highly effective for teacher training programs (Lutzker, 2009). Several recent studies reinforce the effectiveness of drama pedagogy in English language education. Bessadet (2022) found that drama techniques significantly enhance students’ physical, emotional, social, and cognitive development in English as a Foreign Language (EFL) classroom. Similarly, Pham et al. (2024) demonstrated that integrating creative drama into English literature teaching strengthens learners' understanding, engagement, and appreciation of the subject. Dervishaj (2024) further noted that incorporating drama into EFL classrooms supports vocabulary acquisition, grammatical development, and fluency through authentic communicative experiences. Beyond student learning, recent research has underscored the transformative potential of drama for teacher education (Piazzoli, 2018; Uştuk, 2022). These approaches are grounded in multiple theoretical frameworks. Transformative learning theory (Mezirow, 1991) posits that disorienting experiences—such as performing on stage—can trigger profound perspective shifts, fostering critical reflection and professional growth in teachers. Gardner’s multiple intelligences theory (2011) supports the rationale for drama’s multimodal nature, as it simultaneously engages linguistic, kinesthetic, interpersonal, and intrapersonal intelligences (Franks, 2010). Embodied cognition (Lakoff & Johnson, 1999) highlights the importance of physical engagement in language acquisition, while sociocultural theory (Lantolf & Thorne, 2006) emphasizes the centrality of social interaction in language development—two key aspects of drama-based approaches (Beaven & Alvarez, 2014). Despite growing evidence supporting drama’s effectiveness in language learning, a significant research gap remains regarding its application to language teacher education. While Gavrilova et al. (2021) demonstrated that theatrical activities promote dialogic learning and emotional engagement, and Bessadet (2022) highlighted how drama techniques enhance collaboration and creativity, limited studies have explored how these methods can transform preservice teacher training (Stinson & Winston, 2011). Notably, Uştuk (2022) introduced the concept of Drama-in-Teacher-Education, revealing that drama pedagogy helps pre-service teachers reconcile professional identity conflicts and develop adaptive teaching strategies. The prevalence of traditional skill-focused approaches in language teacher education is evident in a global survey of 42 TESOL programs across 18 countries, which found that less than 15% incorporate substantial performative or arts-based components (Johnson, 2016). This traditional orientation persists despite increasing recognition that effective la (...truncated)