SummaryGoalsResearch designStages


Building an emotional voice through the use of theatrical techniques

Learning a language involves the construction of a representation of the world and our connection to it. This connection is, to a large extent, emotional and affective, as the speaker manifests their own “self” through language. Language is the way in which we, as individuals, show our experiences, the way we see reality and the way we convey our identity.

We suggest working, through the use of theatrical techniques, on emotion in the classroom in an inherent way.To do this, we intend to bring the mind, the body, emotions, imagination and memories into the classroom to shape and deepen learning. In addition to the linguistic, psychological, educational and socio-cultural advantages, theatre helps to implant affective factors in the classroom, such as self-esteem, empathy or motivation.

Theatre is based on a human relationship where we work holistically in a process of constant synergies. This generates attitudes towards the group, based on respect and the perspective of improvement as an individual for the good of the group, where divergence is seen as something useful for the generation of knowledge and error is interpreted as something positive and necessary for learning (characteristics of a theatrical context).

Theatre not only creates a favourable climate for learning, but it can also provide tools that foster experiences, emotions and spaces to try to lead the student to this great challenge: that the word acquires identity in L2 students. To this end, we will create a didactic approach based on different theatrical techniques: theatrical improvisation, Meissner, Lecoq and Estudio Schinca. The order and application of these, as well as the inclusion of others, will be determined during the procedural evaluation of the research.



  • To use the L2 in a communicative survival situation to foster an emotional attachment to the target language.
  • To analyse emotional responses to measure the impact of drama activites on L2 use.
  • To analyse, evaluate and measure the results of the application of drama techniques to construct the identity of the spoken word in a context of emotional dynamics.
  • To determine Spanish/L2 learners’ perceptions of their ability to express emotions in the target language.
  • To connect the results with some of the current theories on the emotional basis of languages and the processes of language acquisition and learning.
  • To elaborate a didactic approach that favours emotional development based on theatrical techniques.

Back to Top

Can theatre practice provide spaces for experiential and sensitive learning?
Will L2 acquire a lasting emotional sieve?

Research methodology

We will follow the paradigm of action research. To do this, we will carry out a diagnosis of the group in order to assess the students’ ability to express themselves emotionally in Spanish. Based on the obtained data, we will design and implement a didactic approach during a trimester based on the use of theatrical techniques. At the end, we will collect data again to analyse the results and achievements.

The initial or diagnostic test will be carried out with a group of ELE students at level B2, of Chinese nationality, in a situation of immersion and aged between 20 and 25.

Only a selection of students will participate in the development of the didactic approach in order to ensure that it is properly carried out and completed. It is a demanding proposal that requires commitment and loyalty on the part of the students.

Back to Top


  • Stage 1 Diagnosis
    • Data collection, alternating structured questions with spontaneous open-ended questions, in order to make an initial assessment of the emotional implications shown by the participants in their use of Spanish.
  • Stage 2 Development of the didactic approach
    • Elaboration of didactic approaches based on theatrical elements designed for the search of emotional experience of L2.
      1. Improvisation and psychophysical exercises
      2. Techniques of textual theatre
      3. Techniques of gestural theatre
    • Implementation of the approach in 10 sessions of 2 hours (once a week).
    • Data collection through ethnographic techniques (video recordings, observation, field diaries).
  • Stage 3 Assesment and evaluation of results
    • A final interview will be conducted with the students selected in the initial phase of the study, on the dramatic experience and its emotional involvement in the use of Spanish as a means of communication. In the interview, the students will narrate their perception of their journey and their affective relationship with the Spanish language. This will be contrasted with the initial questionnaire and the development of emotional involvement in Spanish will be analysed.
    • Data processing, qualitative analysis and interpretation of the obtained results.
    • Reflection and readjustments in the didactic approaches.

Back to Top