Embodied Safe Spaces: Process Drama and the Release of Foreign Language Anxiety

Foreign Language Anxiety (FLA) is a widespread emotional barrier that can negatively impact learners’ willingness to speak and participate in the language classroom. This study explores how drama-based pedagogy, particularly when grounded in embodied and imaginative practices, can help teachers better understand and address the emotional needs of anxious language learners. Over the course of three professional development workshops, language teachers engaged in experiential drama techniques designed to foster reflection, emotional insight, and perspective-taking. While all three workshops offered valuable input, this research focuses primarily on the final session, which specifically addressed FLA and encouraged participants to reflect on feelings of shame, vulnerability, and judgment. Through creative exploration and group reflection, teachers were invited to consider how drama can create emotionally safe spaces for learners. This study does not involve students directly, but centers on teachers’ experiences and insights. Its aim is to support teacher development by highlighting how drama can be used not only to teach language but also to respond to learners’ affective needs and foster inclusive, supportive classroom environments.