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Company Recognition TESOL
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Games in the Classroom The use of games is growing within classroom environments, as is highlighted in the memoirs of Katharine Birbalsingh, a teacher from an inner city school in London. In her comments, Birbalsingh suggests the use of games is negative as it is taking away from ‘proper teaching methods’. In this research article, I shall attempt to disprove Birbalsingh’s comments. Using the theories presented by Augusto Boal and other lead thinkers in the field of applied theatre, I will analyse the advantages of using such games in the classroom in terms of student confidence, memory skills and the cultural relevance of such methods - themes central to effective teaching of english as a Foreign Language (EFL). In Games for Learning Language, the authors comment that ‘language learning is hard work’ and games help to make EFL lessons more memorable and fun. In this research article, ‘games’ refer to traditional games such as Pictionary, Scrabble, Hangman and so forth, but special mention must go to drama games. By ‘drama games’ I refer to the use of applied theatre by Augusto Boal, Helen Nicholson and others in which non-traditional drama techniques are used to empower and benefit individuals to communicate