Many teachers incorporate some form of role-playing in their lesson plans. This offers a rich environment for language practice, but also a complex environment that presents challenges to classroom management and coordination of large-scale activities. This paper uses questionnaire data to compare the experience of many different teachers, and thus provide some general advice about which approaches can succeed and where the unsuccessful approaches run afoul. Information was solicited about the time requirements, resources, and incentives needed to support role-playing activity in class, and the appropriate division of labor between teachers and students. Additionally, some external material about role-playing at other institutions is available in the literature.
