Page 83 - Diversity in Action

Process Drama in Teaching Multilingualism and Multiculturalism

framework (Kao & O’Neill, 1998). Whereas role-play is often structured and
focused on specific skills – such as practising a foreign language in a simu-
lated shop conversation – process drama allows participants to co-create a
narrative without predefined outcomes. An example of this would be a sce-
nario of an international conference on climate change, where participants’
decisions shape the storyline (Bowell & Heap, 2017).
Within the broader system of process drama, role-play serves as a starting
point or a foundational element. It provides a simpler form of dramatic en-
gagement that is then expanded through collective creation, reflection, and
the exploration of complex themes. It is this holistic combination of educa-
tion and creativity that makes process drama a powerful tool for developing
linguistic, cultural, historical, and social competencies, and it is effective in
promoting intercultural and plurilingual skills (Galazka & Baldwin, 2021).

The Role of the Facilitator
The facilitator plays a key role in the successful implementation of process
drama (Bowell & Heap, 2017). As the creator and guide of the imaginary dra-
matic world, the facilitator shapes the flow of activities, encourages par-
ticipants to engage in creative expression and collaboration, and ensures
the achievement of activity objectives (Galazka & Baldwin, 2021). This role
requires specific skills and abilities that enable the facilitator to lead pro-
cess drama in a dynamic, inclusive, and participant-centred manner (Kao &
O’Neill, 1998). Ideally, the facilitator should possess the following skills:

1. Creativity and flexibility. The facilitator of process drama must be cre-
ative in designing activities and the imaginary world in which partici-
pants operate. The ability to improvise and adapt the course of activ-
ities based on participants’ reactions and interests is crucial for main-
taining their motivation. The facilitator should be prepared to respond
to unpredictable situations and adjust the storyline to sustain engage-
ment and dynamism.
2. Communication skills. Clear and effective communication is fundamen-
tal to the successful facilitation of process drama. The facilitator should
clearly explain roles, rules, and objectives of the activities, using lan-
guage that is appropriate for the participants’ age and skill level. Addi-
tionally, active listening and understanding help the facilitator create
a safe and supportive environment where participants feel free to ex-
press their ideas.
3. Pedagogicalcompetence. The facilitator must understand the pedagog-

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