Abstract
This entry discusses the common advocacy groundwork shared by TESOL and applied drama/theatre in classrooms. Because theatre is frequently viewed as extracurricular, research and practice suggest highlighting both the natural synergy of multimodal language learning and the embodied art form of theatre as well as theatre's legitimate utility in a culturally responsive, multimodal, situated learning context. Recommendations center around fostering an authentically diverse communication terrain where process‐oriented theatre approaches help the English language learning environment be a space that embraces play, trusts embodied ways of knowing, honors story in conversation with identity, welcomes project‐based inquiry, and acknowledges varied teacher pathways.
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