Page 94 - Diversity in Action

Lorena Lazarić and Kristina Riman

children share ‘friendship gifts’ (e.g., drawings or toys), employ-
ing phrases in multiple languages and exploring cultural norms
through collaboration, with the teacher’s guidance to encourage
exchange.
• Reflection (5–10 minutes): Through a group conversation or draw-
ing, children reflect on what they have learned, e.g., how different
languages and customs make friendship more interesting, deepen-
ing their understanding.
This activity is flexible and requires minimal materials (picture cards,
songs, drawings), making it easily accessible for teachers and learners.
It can be extended over multiple sessions for deeper acquisition.

Example 2: Planning a Process Drama Activity for Children in Primary Education
To illustrate the planning steps described previously, this section provides
a concrete example of a process drama activity designed for children in pri-
mary education (6/7–11/12 years). This activity, titled Global Story Museum, is
focused on introducing multilingualism and multiculturalism through the
exploration of storytelling traditions from different cultures. The activity
is designed to be engaging, linked to the curriculum (e.g., literature, so-
cial sciences), and adapted to the cognitive abilities of primary education
pupils, fostering advanced language skills, intercultural awareness, and crit-
ical thinking (Kao & O’Neill, 1998). The duration of the activity is 45–60 min-
utes, and it can be conducted in a group of 15–20 children with the teacher’s
guidance.

1. Selectingatheme. The theme GlobalStoryMuseum was chosen because
it is relevant to primary education, connected to curriculum content
such as literature and social sciences, and allows for the exploration of
multilingualism and multiculturalism through storytelling, which is ap-
pealing to children. The theme encourages learners to use more com-
plex phrases in multiple languages (e.g., Croatian, English, Italian) and
to get acquainted with the cultural significance of stories in different
communities, such as folk tales or storytelling customs. This theme is
flexible and does not require a deep knowledge of cultures from the
teacher, as it relies on the universal practice of storytelling.
2. Defining goals. The goals are adapted to the childrens’ age, focused on
developing advanced language skills, such as using communication
strategies and more complex expressions in multiple languages (e.g.,
phrases for describing a story or expressing feelings), promoting inter-

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