It is generally accepted that effective language learning is dependent on language use (Larsen Freeman, 2000; Swain, 1995; Breen and Candlin, 1980). If a language is being learnt for communication purposes then learning must be facilitated through the use of the target language in the classroom for authentic communication (Littlewood, 1992). Language teaching has therefore had to emphasise the advancement of approaches that enable learners to acquire communicative proficiency by developing their ability and willingness to use the target language appropriately, fluently and spontaneously (Brumfit, 1984; Nunan, 1999). In consequence, the language profession has been challenged to evolve procedures that develop the four language skills and acknowledge the interdependence of language, communication, and context (Richards and Rogers, 1986). There has, therefore, been a move towards providing learners with increased opportunities for interaction by encouraging a collaborative, task-based approach to language learning and teaching (Skehan, 2003; Willis, 1996). However, it can be difficult to establish a context that will provide learners with a sufficient choice of meaningful, motivating tasks that will build on their interests and experiences (Brown, 1994). All too often learners are subjected to a monotonous and often unappetising diet of 'virtual tourist' tasks that promote the idea that the language classroom is just a practice ground, that real communication must be postponed until one is among the target language community. This presentation will address this challenge by drawing from the well-developed body of theory and practice in the field of Drama in Education. Acknowledging that the development of learner autonomy supports and is supported by the development of autonomy in language use, this paper will examine how Drama in Education can provide motivating, meaningful contexts to promote language use and language awareness. It will draw clear distinctions between the occasional use of role play, often tagged on to enliven a language class and commonly misunderstood as active learning, and the more coherently structured, yet creative use of Drama in Education as a highly effective pedagogical approach which pervades the entire lesson/programme of work. Set against