The functional theories of James Britton and M.A.K. Halliday are compatible in that they both (1) view language use as functional and situationally determined; (2) recognize a developmental process that involves learning the rules of use of the mature functions; (3) recognize a participatory role of language for doing and a spectatorial role for language as reflecting, learning, and shaping; and (4) view text as influenced by context. Since creative drama involves people in using language and other forms of symbolization as they enact and reflect either to relive an experience from their own social situation or to try on another version of self and situation, these theories of language functions can enhance a teacher's understanding of the linguistic demands and opportunities for development inherent in a dramatic situation. (HOD)