Speaking is a physical activity, and this fact should take a central role in second language learning where the physicality is different from that experienced with our native tongue. Here the authors seek to enable teachers to include meaningful work on the body and voice in the language classroom, providing both a theoretical background concerning the physicality of speech, and ready-to-use activities. Increasing learners’ awareness of what happens as they speak, through experimentation and “play” with sound, energy, emotion and physical space, will improve their vocal confidence, control and quality. This approach draws on elements of theatre, dance and music training as well as language pedagogy, and is relevant to both second language acquisition and public speaking in general.
