The relevance of affective factors, intercultural competence and emotional competence in the creation of the identity of the learner of an additional language is undeniable. Research on second language acquisition underlines the importance of attending to these competences and dimensions, and teachers, for their part, are constantly searching for effective tools to deal with them adequately in the classroom. This article presents a practical experience that addresses these phenomena through the implementation of the performative approach in its shortest and most cost-effective version to explore in the classroom: the micro-theatre. After a conceptual review of the concepts and an exposition of the proposed didactic sequencing, the results and the conclusions drawn from them will be reported. In general, the informants consider the experience to have been very enriching and constructive, and the techniques and tasks developed have made it possible to transfer to real classroom practice a conception of language focused on action that addresses and integrates all the analysed dimensions.
