The Liberated Dialogue, or “Let the Kids Make Up Their Own Dialogues”


  • Zoe Ann Ghan,

    Search for more papers by this author
    • 1

      Zoe Ann Ghan (M.A., Oklahoma State Univ.) teaches French at Byrd Junior High School in Tulsa, Okla. She is a member of the NEA, the Oklahoma Foreign Language Teachers Association, AATF, AATSP, and ACTFL.

  • Kathryn Rickel

    Search for more papers by this author
    • 2

      Kathryn Rickel (B.A., Univ. of Tulsa) is a French teacher at Whitney Junior High School, Tulsa, Okla. Mrs. Rickel is a member of the Oklahoma Foreign Language Teachers Association, AATF, and ACTFL.


ABSTRACT: Creativity as a key to learning has been brought out in original dialogue situations developed by students of Whitney and Byrd Junior High Schools in Tulsa, Oklahoma. Although the learning of prepared dialogues is basic as a building block, originality brings forth a free and more natural use of the target language, at the same time it gives the student a better understanding of the principles on which he is working, and also creates an air of fun and enjoyment. However, this does not mean that the serious side of learning or the element of grading is overlooked. In fact, pupils may be graded on a greater variety of things than in usual class procedure. Building original dialogues calls for group work, physical activities, and free expression of ideas, all of which appeal to students on a junior high level. The result of the original dialogue gives many students a feeling of accomplishment not attainable in everyday class work.