JAPAN ASSOCIATION FOR LANGUAGE TEACHING JALT2016 • TRANSFORMATION IN LANGUAGE EDUCATION NOVEMBER 25–28, 2016 • WINC AICHI, NAGOYA, JAPAN 314 Transformation Through Speech, Drama, & Debate Philip Head Hiroshima Shudo University David Kluge Nanzan University Roy Morris Meikai University Gordon Rees Yokkaichi University Reference Data: Head, P., Kluge, D., Morris, R., & Rees, G. (2017). Transformation through speech, drama, and de- bate. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT. The Speech, Drama, & Debate Forum featured 7 presentations on the theme of “Transformation through speech, drama, & debate” and how this relates to language learning. This paper provides a summary of 4 of the forum presentations. First, Head describes a unique and long-running com- munity theatre production performed by foreigners in tosaben, the regional Japanese dialect of Kochi, as well as the factors that have allowed it to continue successfully for over 20 years. Kluge describes how a debate project was planned for all 2nd-year students at a Japanese junior col- lege. Next, Morris discusses the beneits of treating not only large-scale tasks but also small-scale language performance as a mode of dramatic performance, using examples of theatre practition- ers such as Johnstone (1979) and Stanislavsky (1938/2008) in his rationale. Finally, Rees provides an overview of readers theatre and how he incorporated it an English presentation class. スピーチ、ドラマ＆ディベートフォーラムでは、「スピーチ、ドラマ＆ディベートによる変容」をテーマにしたプレゼンテーシ ョンと、これらが語学学習とどのように関連しているかを紹介した。ここでは、フォーラムのうち4つの発表の概要について説明 する。まずHeadは、外国人によって日本の高知地方の方言である土佐弁を使用して行われたコミュニティ劇場が成功し続け てきた要因と成果について説明する。Klugeは、日本のある短期大学の討論プロジェクトがどのように計画されたかを説明す る。次にMorrisは大規模なタスクだけでなく、小規模な言語パフォーマンスをドラマパフォーマンスの一つの様式として扱うこ との利点について説明する。最後に、Reesはリーダーズシアターの概要と英語プレゼンテーションの取り入れ方を提供する。 T he four papers in this suite describe transformative activities that involve perfor- mance. They describe a long-running theatre project that transformed a group of outsiders into accepted members of a community, thereby transforming both foreign and local communities; a debate project that transformed the concept of debate from an elite activity to a democratic one and transformed the participants from passive students to active debaters; an approach to teaching English through theatre activities that trans- formed the passive classroom into an active one; and a readers theatre project that trans- formed the class into a collaborative community. All four papers show the transformative power of performance-based activities in the language classroom. The hope is that more teachers will take these kinds of activities, modify them for their own situations, and see the transformations take place. Factors in a Successful Foreign Language Drama: A Case Study Philip Head Starting as a way of connecting foreign JET (Japan Exchange and Teaching) Programme participants with senior residents in rural Kochi Prefecture (located on the southern coast of the island of Shikoku), the Genki Seinenkai (Genki Youth Association) has been NEXT PAGE ⊲ ONLINE FULL SCREEN