Page 87 - Diversity in Action

Process Drama in Teaching Multilingualism and Multiculturalism

tures intersect in personal and social contexts (Kramsch, 2009). Reflection, as
an integral part of the process, further deepens learning as children analyse
their experiences and connect them to real-life situations. Ultimately, this ap-
proach enables the development of global competencies such as adaptabil-
ity and intercultural communication, preparing children for life and work in a
globalisedworldwheretheseskillsareofkeyimportance(Galazka&Baldwin,
2021).

Reflection Point
1. How can pedagogical approaches like process drama and role-play enrich
the cognitive development and professional skills that multilingualism of-
fers in a globalised society?
2. What are the advantages and challenges of using immersive scenarios for
the genuine acquisition (and not just theoretical learning) of multicultural
values in education?
3. In what way does the dramatic context in process drama serve as a plat-
form where multilingualism and multiculturalism merge to build authentic
intercultural sensitivity in children?
4. How can educational systems encourage the application of methods like
process drama so that the preservation of linguistic and cultural diversity
is transformed from a passive goal into an active, embodied experience for
children?

Process Drama and the Development of Linguistic and Cultural
Competencies
Integrating process drama into teaching allows educators to create dynamic
and engaging environments where children learn language and explore cul-
tural dimensions spontaneously. This method is not only effective but also
motivating for children, as it gives them a sense of accomplishment and con-
nection to what they are learning.

Development of Linguistic Competencies
Process drama provides children, including children of early and preschool
age, with opportunities to use language in authentic, context-rich situations,
fostering the development of linguistic, sociolinguistic, and discursive com-
petencies that enable the creation of meaning in real communication con-
texts (Kao & O’Neill, 1998). Through dramatic activities, children explore lan-
guage as a tool for communication and collaboration, transcending tradi-
tionallanguagelearningfocusedon rulesandmemorisation (Galazka&Bald-
win, 2021). For example, in a process drama scenario, children can act as ani-

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