DRAMA IN THE ENGLISH CLASSROOM: UNRAVELING MISCONCEPTIONS AND HARNESSING ITS POTENTIAL IN UZBEKISTAN

Building on the observation that drama as a teaching tool is not widely used in Uzbekistan, this paper identifies and addresses three common misconceptions about drama among English teachers in Uzbekistan. Drawing on the notion of Drama pedagogy as described by Even (2008) as well as the large-scale survey conducted by Giebert (2014), this paper delivers a practical approach to adopting drama techniques into the classroom in Uzbekistan. Key words: drama, drama pedagogy, Uzbekistan.

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