Page 97 - Diversity in Action

Process Drama in Teaching Multilingualism and Multiculturalism

level – basic phrases and greetings for younger children and more complex
expressions for older children (e.g., dialogues or suggestions). Visual and
non-verbal communication, such as picture cards with universal symbols for
younger children or illustrations and videos for older children, reduces pres-
sure on language skills and facilitates understanding (Galazka & Baldwin,
2021).
Introductory ice-breaker activities, such as short word-guessing games
for younger children or group discussions about familiar cultural practices
for older children, help create a safe and encouraging environment (Coun-
cil of Europe, 2001). Preparing children for cultural differences can be done
through simple stories or discussions on universal themes like friendship
or sharing, thereby promoting intercultural sensitivity without the need for
deep cultural knowledge. For example, a teacher can begin an activity with a
game in which children learn greetings in multiple languages with the sup-
port of pictures, which reduces linguistic insecurity and introduces cultural
diversity in a playful manner.
Anothersignificant challengeisalack ofchildren’sengagement,which can
manifest as passive participation or task avoidance, especially among chil-
dren who feel insecure or unmotivated (Bolton & Heathcote, 1999). Younger
children may be shy due to unfamiliar roles, while older pupils may avoid
participation due to fear of making mistakes or the complexity of tasks. To
overcome this challenge, teachers can start with simple and fun tasks that
reduce anxiety – for example, singing or imitation games for younger chil-
dren and short, structured dialogues for older children (Galazka & Baldwin,
2021). A clear explanation of the activity’s goals, emphasising the importance
of each role, helps participants understand their contribution, whether it is
a simple greeting in multiple languages or creating part of a story. Gradu-
ally increasing the complexity of roles and tasks, such as moving from ba-
sic phrases to more complex dialogues for older children, allows learners to
build self-confidence (Kao & O’Neill, 1998). Creating a positive environment
is key, where effort and creativity are rewarded, and mistakes are treated as
part of learning. For example, a teacher can praise children’s efforts in us-
ing new words or sharing ideas, thereby encouraging engagement. Tech-
niques like Heathcote’s collaborative role-taking encourage collaboration,
while Bolton’s approach to dramatic challenges introduces simple but en-
gaging tasks that motivate children, such as creating a story together or solv-
ing a small dilemma in a group (Bolton & Heathcote, 1999). These strategies
ensure that process drama is inclusive and motivating, allowing participants
to feel safe and valued while developing plurilingual and multicultural com-

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