Putting Reality into Role Play

Abstract

Role-plays, simulations, and improvisations are all teaching techniques which are often subsumed under the single term roleplay. Role-play and simulation are generally considered to involve the assumption of fictitious roles while improvisation requires only a fictitious situation. It is argued in this article that fictitious roles and situations, particularly if too far removed from the students' experience, contribute to the failure of these activities. An alternative view of role-taking is offered together with eight principles to guide teachers in their selection and adaptation of role-play materials.