Using drama to teach French in secondary school: challenges, practices and teaching perspectives

Abstract

This article examines the role of dramatisation in the teaching of French at secondary school level, considered both as a pedagogical approach and as a subject of didactic study. Drawing on a body of research in the didactics of French, theatre pedagogy and language sciences, this analysis begins with the observation that teaching is often centred on the written word and on detached textual analysis, to the detriment of a lived, embodied engagement with language and literature. By engaging the body, the voice, space and interaction, dramatisation creates a space in which pupils’ linguistic, discursive, literary and socio-emotional competences are developed simultaneously. The article first provides a theoretical framework for the concept of dramatisation and its psycho-pedagogical foundations, then discusses the specific challenges raised by its integration into French lessons in upper secondary schools. It goes on to present concrete practices and approaches — dramatised reading, dramatic play, staging of texts, guided improvisation — accompanied by a proposed lesson plan and assessment strategies. Finally, the limitations and resistance encountered in practice (time constraints, teacher training, class heterogeneity) are discussed, before outlining pedagogical perspectives for the reasoned and sustainable integration of theatre into the teaching of French at secondary school level.

Keywords: dramatisation, French language teaching, upper secondary school, drama, language proficiency, public speaking, theatre pedagogy.

Received Date: June 19, 2026

Accepted Date: July 10, 2026

Published Date: August 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/842