Teaching English through Drama to Arab Learners:

A Theoretical Account

Abstract

This paper accounts for teaching English to Arab learners through dramatic works to facilitate their learning of English as a foreign language (EFL). The study, based on a review of the relevant literature, proposes English drama as a gateway to teaching EFL to Arab learners. It advocates plays as a useful means for addressing the linguistic challenges that mainly relate to vocabulary, syntax, and figurative language. The study rationalizes selecting plays with themes relevant to Arab learners’ socio-cultural experiences and interests. A purposeful selection of plays helps in exploring universal themes and accepting cultural diversity, fostering a deeper understanding of other places and eras. In studying plays, learners engage with characters, dialogue, and emotions. Dramatic techniques, such as role-playing, scene analysis, and live performances encourage active participation and enhance comprehension and appreciation. Above all, comparing Western plays with learners’ literary traditions (e.g., Arabic poetry, folklore, or theatre) promotes critical thinking, cross-cultural awareness, and much more.