Drama-Rich Translanguaging for Multilingual Meaning-Making

This chapter explores the powerful intersection of drama-rich pedagogy and translanguaging theory in supporting multilingual students’ academic language development. Through collaborative analysis of a case study involving a drama-based approach to cross-curricular literacy (in this instance, an integrated science and writing lesson) for middle primary students, the authors demonstrate how embodied learning experiences create inclusive spaces that activate students’ full linguistic and semiotic repertoires. The drama convention of mime is examined as a catalyst for developing conceptual and linguistic understanding for writing. Key drama concepts like metaxis are linked to translanguaging theory, revealing how these approaches can work synergistically to deepen learning. The authors, through their collaborative dialogue as specialists in drama and translanguaging, argue that deliberately combining drama and translanguaging creates transformative learning environments where students can engage with complex academic content through multiple modes and languages simultaneously. This allows for conceptual development unconstrained by proficiency in any single linguistic code. By bringing together drama and translanguaging pedagogies, this chapter contributes to ongoing conversations about creating more intellectually rigorous, culturally responsive learning spaces that recognise multilingual students’ diverse meaning-making resources as valuable assets in academic learning.