Page 96 - Diversity in Action

Lorena Lazarić and Kristina Riman

reflect on what they have learned about languages and cultures,
answering questions like How were the stories different? or What did
you learn about another culture?
This activity is flexible, uses minimal materials (illustrations, scripts,
posters), and allows for extension over multiple sessions for deeper
acquisition of language and cultural elements. Teachers can adapt the
complexity of the language and discussions according to the childrens’
level, making the activity accessible and effective.

Reflection Point
1. What strategies can ensure role-play activities build confidence and col-
laboration across diverse linguistic and cultural backgrounds?
2. How can teachers use simple evaluation methods, like observation and re-
flection, to assess linguistic and cultural progress while providing mean-
ingful feedback?

Common Challenges in Implementing Process Drama for Learning
Multilingualism and Multiculturalism
The implementation of process drama for enhancing plurilingualism and
multiculturalism brings significant advantages in developing language skills
and intercultural sensitivity, but it also involves challenges that can affect
the success of activities, especially when working with children of early and
preschool age (3–6/7 years) and pupils in primary education (6/7–11/12 years)
(Kao & O’Neill, 1998). These challenges, such as linguistic and cultural bar-
riers and issues with children engagement, can be overcome with adapted
strategies that encourage inclusivity, collaboration, and self-confidence, us-
ing accessible tools that do not require deep knowledge of cultural norms
from the teacher (Kramsch, 2009). The following section discusses two key
challenges – linguistic and cultural barriers, and lack of engagement – along
with practical solutions adapted to the developmental needs and abilities of
both age groups.
One of the primary challenges in process drama is linguistic and cultural
barriers, which can cause insecurity in children, especially if they are unsure
of their language abilities or have limited experience with cultural diversity.
Younger children may feel insecure when faced with unfamiliar phrases in
multiplelanguages,whileolderlearnersmayexperienceanxietydueto more
complex linguistic demands or fear of misunderstanding cultural norms,
which can limit their participation (Kramsch, 2009). To overcome these bar-
riers, teachers can use simple and clear language adapted to the learners’

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