Towards principles of performative pedagogy: Drama and additional language development (DALD)

In this study I observed and compared kindergarten and middle school additional language classes in Shanghai China. Some of the classes used drama and some of them used non-drama, normative pedagogy. Drama as a performative pedagogy significantly increased engagement and performances of high affect from students and elicit more complex use of language from both teachers and students. Performative pedagogy may have positive implications for another educational sites and I propose a set of principles to guide further investigation.