Role Play as a Pedagogical Tool in Inclusive Language Classrooms: Benefits, Challenges and Opportunities for Learners with Communication Disabilities in Malawi

Abstract

In a language classroom, communication is central yet it presents unique challenges for inclusivity. Past research studies have suggested that role play offers potential benefits for engaging learners with different needs. However, little is known about the benefits of role play to learners with communication disabilities in a Malawian context. This study investigated these benefits for learners with communication disabilities through Vygotsky’s sociocultural learning theory. Much as the sociocultural theory does not explicitly acknowledge that there are communicatively challenged members of the speech community, it guided this study as it focuses on the role of social interaction and collaborative learning in cognitive development. The study employed a qualitative research approach using interviews and classroom observations with six secondary school language teachers who have implemented role play in inclusive classrooms in Malawi. Thematic analysis was used to analyse data. The findings revealed that role play increases participation and attention, as learners with communication disabilities were eager to participate. However, a lack of teacher expertise limited the potential of role play for inclusivity, making it less effective. I therefore argue that the effectiveness of role play depends on teachers’ ability to adapt activities to meet diverse learners’ needs. Therefore, strengthening opportunities for learner-led discussions, repeated practices and pull- out lessons can help address the gaps.