Seven situations are suggested for role playing exercises, with facial and physical movement emphasized as well as oral skill development. Possibilities for improvisation, props, variations, and linguistic objectives are outlined for each situation. (MSE)

Role playing differs from the more static teaching technique of simulation in its incorporation of originality and theatricality. From preparation to presentation, it is important to retain the element of play, avoid techniques of or tendencies toward psychodrama, and hold the pedagogical or evaluative purposes in mind. (MSE)

Discusses roles for improvised role-playing as a language exercise in the French class. (Text is in French.) (AM)

Use of the global simulation method for second-language teaching, in which an entire community or environment such as a village is created for extended role playing, is discussed. Benefits, considerations, and specific techniques for creating the environment and designing a language curriculum are outlined. (12 references) (MSE)

In response to the recent emphasis on communicative skills and simulation in the language class, a new approach brings the techniques of dramatic improvisation into the classroom. (MSE)