When the winds were once in love

Eter Churadze — 2025-09-26

Ana Kalandadze
When the winds were once in love
Translated from Georgian to English by Eter Churadze

Liberate Me

Adeniran Abdbasit Adeyemi — 2025-09-26

Adeniran Abdbasit Adeyemi

Liberate Me

When You See Me

Omotoso Daniel Oluwafunmilade — 2025-09-26

Omotoso Daniel Oluwafunmilade
When You See Me

The Rain and the Lost Tires

Abdulrazaq Godwin Omeiza — 2025-09-26

Abdulrazaq Godwin Omeiza
The Rain and the Lost Tires

On Mourning the Loss of Democracy

Edward Robert Raupp — 2025-09-26

Edward Robert Raupp
On Mourning the Loss of Democracy

Untitled

Tedo Sharadenidze — 2025-09-26

Tedo Sharadenidze
Untitled

The Wars Within

Elvis Izuchukwu Uzuegbu — 2025-09-26

Elvis Izuchukwu Uzuegbu
The Wars Within

Drama Club and Actors Studio: An Innovative Approach for Enhancing English Speaking Skills Among Native Georgian Speakers

Edward R. Raupp — 2025-09-26

This paper addressed the impact of the introduction of drama-based activities as part of English language classwork for indigenous Georgian speakers. Citing international findings as well as recent local experiences at Gori State University and local schools, the paper outlined how engagement with drama performance, from classical to contemporary theatre, can enhance English speech skills and confidence in students. Employing a mix of performance and practice, students were exposed to authentic communicative tasks that transcended memorization, creating major motivation boosters, engagement, and willingness to apply English to real situations. The literature reviewed identified the specific advantages of using drama in learning foreign languages: it builds creative and communicative abilities, provides language use with meaningful contexts, and establishes a casual, caring environment for experimentation and risk-taking. The study also addressed some of the challenges to wider application of drama in Georgian schools, including stringent government policies and lack of institutional incentives for instructors, as significant obstacles. While quantifiable measures of academic achievement provide conflicting results—once again bringing up that ancient question of correlation versus causation—the general direction is towards increased participation and greater verbal skill among students who study drama. The combination of local observation and international research verifies that drama is an excellent supplement to classroom language teaching. Yet, institutional changes must be made in order to maximize its potential in the Georgian context. The article concludes by calling for greater flexibility in policy for education and greater support for innovative teachers, speculating that wider implementation of drama-based learning could yield huge dividends in English language ability for Georgian students.

Caucasus Journal of Milton Studies