I like to bring poetry into the classroom because I believe that it is important and motivating for students to work with authentic texts.

A lot of teachers get the same look - the sigh, the rolling eye, the slump. "We're going to be doing poetry in the next few classes". You cringe through it, they cringe through it.

You and your students might already enjoy reading and listening to poetry in your own language and perhaps in English too. Poems are, after all, authentic texts.

In this article a teacher reflects on his experiences of creating plays and using them to help motivate students to develop their English.

We often give stories to our students to read, but how often do we tell them a story? This article looks at the benefits of storytelling and gives advice on performance skills

This is the second of two articles that looks at ways to apply the process model of motivation as proposed by Dornyei (2001) to a number of suggestions and techniques for making the challenge of reading authentic literature accessible and motivating.

In this article, I try to define what I mean by language learning through drama/theatre texts, outline some of the benefits it can bring to the language learning classroom and some of the differing methods and approaches
that can be utilised to fully exploit the potential of drama and theatre texts.