Simulation

An extended, multi-stage Role Play in which learners engage with a realistic scenario that mirrors real-world complexity. While a role play might involve a brief exchange between two characters, a simulation involves sustained interaction with realistic constraints, props, documents, and consequences — bringing learners as close to authentic language use as the classroom allows.

Distinguishing Features

Feature	Role Play	Simulation
Duration	Short (5–15 minutes)	Extended (30+ minutes, sometimes spanning lessons)
Complexity	Single exchange or scene	Multiple stages, decisions, consequences
Materials	Role cards	Documents, props, data, maps, budgets
Participants	Pairs or small groups	Often whole-class involvement
Outcome	Practise specific functions	Solve a complex, realistic problem

Examples in ELT

• Business simulation: Learners role-play a company board meeting with financial data, competing proposals, and a budget constraint
• Town planning: Groups represent different stakeholders (residents, developers, environmentalists) debating a proposed development, with maps and planning documents
• Airport/hotel: Learners manage check-in, complaints, lost luggage, and overbooking with realistic forms and procedures
• Court trial: Prosecution, defence, witnesses, and jury work through a case with evidence documents

Why Simulations Work

• Authentic language use: The complexity of the scenario generates the full range of language functions — persuading, negotiating, explaining, clarifying, interrupting, summarising
• Integrated Skills: Reading documents, listening to others, speaking to argue positions, writing notes or reports — all within a single activity
• High engagement: The realism and stakes of the scenario create intrinsic motivation
• Communication Strategies: Learners must manage communication breakdowns, negotiate meaning, and adapt language to different interlocutors within the simulation
• Task authenticity: Aligns with TBLT principles — language is used to achieve a genuine outcome, not practised for its own sake

Design Principles

• Realistic constraints: Budgets, time limits, conflicting information, and competing interests make the simulation feel authentic
• Clear roles with built-in conflict: Each participant should have goals that partially conflict with others, driving negotiation
• Supporting materials: Documents, data sheets, maps, and props add realism and provide scaffolding
• Debriefing is essential: Post-simulation reflection on both language use and task outcomes — what language was needed, what communication problems arose, what learners would do differently

Challenges

Simulations require significant preparation time, clear instructions, and confident classroom management. They work best with learners at intermediate level and above who have sufficient language to sustain extended interaction. At lower levels, heavy scaffolding (model phrases, structured stages) is needed.