Page 91 - Diversity in Action

Process Drama in Teaching Multilingualism and Multiculturalism

Step 1 Step 2 Step 3 Step 4 Step 5
Selecting Defining Creating Designing roles Structuring
atheme goals dramatic activities
context

Figure 1 Steps in Planning Process Drama

as friendship, animals, or family celebrations, while for primary education
pupils,themescan belinkedto thecurriculum,such associalissues,historical
events, or literary works, encouraging more complex linguistic and cultural
understanding.Themesshouldencouragetheuseofmultiplelanguagesand
an introduction to cultural practices in a way that is understandable and ap-
pealing, such as through stories or joint projects that reflect diversity.
Thesecondstepisdefininggoals,whichdifferbyage:foryoungerchildren,
goals include developing basic language skills, such as learning greetings
or the names of objects in multiple languages, and getting acquainted with
simple cultural customs, while for primary education children, goals encom-
pass more advanced language skills, such as communication strategies and
more complex expressions, and a deeper understanding of cultural norms
and critical thinking through problem-solving. These goals ensure that the
activities are focused on linguistic, cultural, and social outcomes adapted to
the developmental abilities of each age group.
The third step, creating the dramatic context, involves designing an imag-
inary world that integrates multilingual and multicultural elements, adapted
to the participants’ age. For younger children, the context should be simple
and playful, with clear and familiar frameworks that encourage natural lin-
guistic and cultural exchange, while for primary education pupils, the con-
text can be more complex, linked to the curriculum, and focused on collab-
orative interactions that require decision-making and the exploration of cul-
tural differences. The context should be appealing and flexible, allowing for
the inclusion of multiple languages and cultures.
The fourth step involves designing roles that are age-appropriate and en-
courage the exploration of linguistic and cultural perspectives. For younger
children, the roles are simple, such as characters from fairy tales or animals,
while for older children, the roles can be more complex, such as characters
from different social or cultural contexts, encouraging the use of more com-
plex phrases and a deeper understanding of cultural norms.
The fifth step, structuring the activities, requires a balanced flow that in-

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