Page 81 - Diversity in Action

Process Drama in Teaching Multilingualism

and Multiculturalism

Lorena Lazarić Kristina Riman
Juraj Dobrila University Juraj Dobrila University
of Pula, Croatia of Pula, Croatia
llazaric@unipu.hr kristina.riman@unipu.hr
© 2025 Lorena Lazarić and Kristina Riman
https://doi.org/10.26493/978-961-293-523-8.4

Chapter Objectives
• Exploring how process drama, as an innovative educational approach,
fosters plurilingual and intercultural competencies in children through
active participation in imaginary situations, enhancing their
understanding of linguistic and cultural diversity
• Identifying key elements of process drama that enable the integration of
linguistic and cultural skills into the educational process
• Examining how process drama encourages empathy and critical thinking
through the simulation of real and imagined multicultural situations
• Analysing concrete examples of process drama activities used for
teaching multilingualism and multiculturalism in various educational
contexts

Introduction
Process drama is as an innovative educational method which allows children
to actively participate in complex, simulated situations, encouraging them
to explore different perspectives and develop intercultural competencies.
In the context of developing plurilingualism and multicultural awareness,
process drama becomes a powerful tool for understanding the diversity of
languages, cultures, and identities. Through this method, children not only
learn about cultural and linguistic differences but also experience them first-
hand, fostering empathy, tolerance, and collaboration skills in a globalised
world. This chapter explores the application of process drama in creating dy-
namicandinclusiveeducationalenvironmentsthatpromotemultilingualism
and intercultural sensitivity. Specifically, this chapter investigates the use of
process drama in the context from early and preschool to primary educa-
tion level. Process drama can be conducted in either the participants’ first
language or an additional language. In the latter case, learners may require

Bratož, S., & Irsara, M. (Eds.). (2025). Diversity in action: Training teachers through
multilingual and multicultural experiences. University of Primorska Press.