The author outlines practical role-plays, simulations, debates, and presentations to build a student-centered language classroom, detailing materials, set-up, and assessment strategies.
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | DEWEY K12 School |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] The author presents a practical framework for implementing experiential learning in student-centered language classrooms through four modalities: role-plays, simulations, debates, and presentations. For role-plays, the author stresses assigning clear roles, contextual goals, and explicit time limits to elicit spontaneous interaction and listening-speaking practice; example scenarios (tourist-local, parent-child, police-witness, teacher-student reversal) target question formation, directions, modals, past tenses, and descriptive language. Simulations extend scope and authenticity by using concrete regalia and settings—e.g., restaurant place settings and menus, classroom markets with fake produce, town meetings, and multi-week mock trials—requiring sustained preparation and yielding rich interpersonal language use. Debates are organized as small- or large-scale tasks with preparation time, defined speaking turns, rebuttal windows, and culturally sensitive topic selection; outcomes include practice in formal argumentation and structured disagreement. For presentations, the author advocates modeling expectations, sharing grading rubrics, requiring active listening artifacts (notes, graphic organizers, peer assessment), and leveraging group formats to increase speaking opportunities. Resources include authentic menus, props, role cards, rubrics, and organizers; methods emphasize scaffolding, clear parameters, and iterative practice. Deliverables comprise rehearsed debates, public presentations, and extended simulations that cultivate fluency, accuracy, engagement, and learner autonomy.