Page 86 - Diversity in Action

Lorena Lazarić and Kristina Riman

experientiallearning(Kao &O’Neill,1998;Galazka&Baldwin,2021).Unliketra-
ditional language instruction, which often relies on rote memorisation and
isolated skill practice, process drama uses role-play as a foundational ele-
ment to create imagined scenarios. In these, children take on the roles of
characters from diverse linguistic and cultural backgrounds, thereby prac-
tising the use of multiple languages in authentic contexts (Bowell & Heap,
2017).
This approach is aligned with the concept of multicompetence, accord-
ing to which plurilingual individuals draw on their entire linguistic repertoire
to navigate complex interactions (Franceschini, 2011). Role-play encourages
theflexible useoflanguagetoexpress ideas, negotiatemeaning,and resolve
conflicts within the dramatic framework, which is key to developing plurilin-
gual competence as outlined in the Common European Framework of Refer-
ence for Languages (Council of Europe, 2001).
In practice, participants can play the roles of delegates at a multicultural
summit where, using multiple languages, they discuss global topics like cli-
mate change or migration. Such activities enable children to practise code-
switching and explore cultural nuances, for instance, by simulating an in-
ternational trade conference where they are faced with cultural differences
in business practices (Galazka & Baldwin, 2021). The approach can also be
adapted for younger learners. For example, children can take on the roles
of toy makers and buyers at an international market. A child from Italy might
use gestures and sounds to show how their spinning top works, while an-
other from Germany might use a few familiar English words to trade it for
their own toy. By combining simple words from different languages, ges-
tures, and sounds, children naturally use their entire linguistic repertoire to
communicate.
In addition to linguistic skills, process drama also develops intercultural
competence, allowing children to move beyond surface-level knowledge
of cultural diversity and develop empathy through embodied experiences.
By simulating real-world multicultural encounters – for example, by playing
members of a fictional community resolving a conflict between migrants
and the local population – participants confront stereotypes and build an
understanding of diverse worldviews (Drandić & Lazarić, 2020). Pioneers like
Heathcote and Bolton emphasised the role of dramatic tension in such ac-
tivities, which deepens cultural awareness by challenging participants to
respond authentically to intercultural dilemmas (Bolton & Heathcote, 1999).
Throughthisintegratedapproach,childrennotonlyacquirelinguisticskills
but also cultivate a plurilingual identity, recognising how languages and cul-

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