Using drama for language development in the primary classroom: What benefits and challenges do teachers experience?

Drama-based pedagogies are believed to support young second language (L2) learners’ oral language and socio-emotional development. However, less is known about how primary school teachers perceive the affordances and challenges associated with using drama in everyday classroom practice. This study addressed this gap by exploring teachers’ views on the potential of drama-based activities for oral language development and the barriers to their implementation. Two focus groups were conducted with 11 primary school practitioners working in England and various other international contexts. Drawing on a case-informed thematic analysis, we identified three interrelated themes: (1) affordances of drama (linguistic, social, and inclusive), (2) implementation strategies (practicality and interdisciplinarity) and (3) challenges (classroom-, school-, and system-level). Participants consistently recognised drama’s value as an entry point into spoken language, a means of fostering confidence and empathy, and an inclusive pedagogy that legitimises multiple forms of participation. At the same time, they described constraints that shaped whether and how drama could be enacted. These findings can inform the design of context-sensitive drama-based pedagogical interventions that are adaptable, curriculum-aligned, and supported by appropriate professional development.