Exploring drama as an additional language through research-based theatre

This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece. This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece