Résumés English FrançaisCet article met en lumière le rôle du théâtre dans l'apprentissage des langues dans l'enseignement supérieur, notamment dans l'acquisition de compétences professionnelles. Dans une première partie, les formes théâtrales utilisées dans l'enseignement des langues seront brièvement décrites. Leurs avantages, tels que la contextualisation de la langue, une approche holistique de l'apprentissage, une meilleure mémorisation de la langue ou encore un enrichissement des compétences inter-personnelles des apprenants, seront étudiés. Dans la deuxième partie seront abordés les avantages du théâtre dans l'acquisition de compétences professionnelles. Un exemple concret d'enseignement par le théâtre sera présenté : des projets théâtraux ayant pour objectif de développer l'anglais commercial. Entrées d'index Mots-clés :théâtre, enseignement supérieur, compétence professionnelle, anglais de spécialité (ASP) Keywords : drama, English for special purposes, tertiary/higher education, professional competence, holistic learning Haut de page Résumés English FrançaisThe article discusses how drama can support language learning at the university level and how drama can also support learners in acquiring professional competences. In the first part, the article will briefly outline forms of drama in language teaching. It will discuss its benefits, such as putting language in context, making learning holistic and memorable, improving learners' social and personal competences. The second part describes aspects of drama beneficial for language learning in a professional context and gives a concrete teaching example: theatre projects with a focus on business English.

This Window-Of-Practice contribution focuses on a teaching experience where elements of on-site teaching were successfully transferred to an online theatre workshop for English learners at a German university in 2021. The sequence of activities was also presented at the 8th Scenario Forum Symposium. The text describes the stages of trust-building, character-creation based on a visual prompt, character-exploration and improvisation of short scenes with the created characters and focuses on how the online environment (in this case the video conference platform Zoom) can be creatively used to let learners make theatrical experiences and foster a collaborative atmosphere between participants in physically remote locations

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This article describes a project that attempts to teach business English to an interdisciplinary group of university students by means of producing a play, the script of which has been specifically prepared to include business-related situations and vocabulary. The project mainly aims at improving students' oral competence by giving them the opportunity to use (business) English in fictional but meaningful situations and by using it as the working language throughout the whole project. The project mainly involves students who major either in business or in modern languages. In the project students who might not have been interested in literature and theatre are introduced to it through a connection with work-related topics whereas students who might not have been interested in business get a glimpse of it by approaching it through drama. Both groups can improve their proficiency in English, their 'everyday English' as well as their business English. The article describes the motivation behind the project, the project's structure and the benefits for the students but also reflects on aspects that could be improved. This article describes a project that attempts to teach business English to an interdisciplinary group of university students by means of producing a play, the script of which has been specifically prepared to include business-related situations and vocabulary. The project mainly aims at improving students' oral competence by giving them the opportunity to use (business) English in fictional but meaningful situations and by using it as the working language throughout the whole project. The project mainly involves students who major either in business or in modern languages. In the project students who might not have been interested in literature and theatre are introduced to it through a connection with work-related topics whereas students who might not have been interested in business get a glimpse of it by approaching it through drama. Both groups can improve their proficiency in English, their 'everyday English' as well as their business English. The article describes the motivation behind the project, the project's structure and the benefits for the students but also reflects on aspects that could be improved.