Page 90 - Diversity in Action

Lorena Lazarić and Kristina Riman

learn how to express feelings in multiple languages, such as Cro. volim or
Eng. Ilove, fostering empathy and awareness of cultural differences (Kram-
sch, 2009).
Reflection further enriches learning as children discuss their experiences,
for example, by reflecting on how they felt while sharing stories about hol-
idays in the global puppet theatre, thereby connecting cultural values with
their own experiences (Galazka & Baldwin, 2021). This integrated approach
makes process drama a powerful tool that not only develops cultural com-
petencies but also prepares young learners for diverse, globalised communi-
ties, promoting adaptability, empathy, and a deep understanding of cultural
diversity as a key element of contemporary education (Council of Europe,
2001).

Reflection Point
1. How can process drama encourage spontaneous language learning by
contextualised situations and play?
2. In what ways does exploring cultural aspects through process drama con-
tribute to the development of intercultural sensitivity among participants?
3. How does the integration of linguistic and cultural competencies in pro-
cess drama impact children and their understanding of global perspec-
tives?
4. What are practical ways to apply process drama in education to promote
linguistic and cultural diversity?

Methodology and Pedagogical Strategies
Planning process drama activities requires careful design to ensure partici-
pants have a rich, interactive, and meaningful experience. This method in-
volves several steps, from selecting an appropriate topic to defining objec-
tives and preparing children for active participation. Well-planned activities
maximise participant engagement and fulfil educational goals.

Steps in Planning Process Drama Activities
The following steps are focused on planning process drama activities that
foster plurilingualism and multiculturalism, adapted to the developmental
needs, interests, and curriculum of early and preschool age (3–6/7 years) and
pupils in primary education (6/7–11/12 years).
The first step involves selecting a theme that is engaging and age-ap-
propriate for the learners, focused on exploring linguistic and cultural di-
versity. For children of early and preschool age, themes should be simple
and connected to their everyday experiences or imaginative worlds, such

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