Dramatic Play as a Mediating Strategy for Linguistic Development

Abstract

This article analyzes dramatic play as a pedagogical mediation strategy for linguistic development in secondary school students. The research was conducted under a qualitative approach through an action research methodology, based on the implementation of a didactic proposal involving dramatization activities, role-playing, and character creation with a group of seventh-grade students from a public educational institution in Florencia, Caquetá. The results show significant improvements in oral expression, listening comprehension, pronunciation, and vocabulary enrichment, as well as strengthened social interaction and active student participation. The analysis, supported by theoretical contributions from pedagogy, sociocultural psychology, and neuroeducation, allows the conclusion that dramatic play promotes meaningful learning by integrating emotion, action, and language. It is concluded that this strategy constitutes a relevant didactic alternative to transform traditional language teaching practices and promote a more active and participatory education.