Salisbury (1970). Role Playing: Rehearsal for Language Change.

Salisbury, L. (1970). Role Playing: Rehearsal for Language Change. TESOL Quarterly, 4(4), 331-336.

“Positive reinforcement from other peers playing the game provides a more potent payoff than does teacher approval or grades.” (p 331)

“… have been observed to drop their local speech patterns when assuming mainstream figure roles in language games.” (p 331)

“… constrained by the circumstances of the moment, by the dictates of a local social relation …” (p 332)

“It must be taught as a spontaneous act which is generated in a specific situational context and one which varies in from context to context.” (p 332)

“We are mimetic creatures.” (p 333)

“The responsibility for teaching the skills, attitudes, and concepts which the student has not been able to acquire at home, then, becomes the school’s.” (p 333)

“… I believe that acting, or pretending, or “trying on” new behaviors [sic] is a natural part of human development.” (p 334)

“In almost every case, the student who chose to play the authority figure tried to speak using the standard dialect.” (p 335)

“In the shelter of the game structure, they are able to use their new language spontaneously and unselfconsciously.” (p 335)

“As Shaftel points out, a natural refining process takes place as the scene is replayed by other students who wish to offer an alternate solution.” (p 335)

“Audience comments at the end of each scene are more influential than any the teacher might choose to make.” (p 335-336)

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