Getting them back to class: A project to engage refugee children in school using drama pedagogy

Abstract

The paper presents aspects of a drama based six months’ project with refugee children during their first period of schooling in Greece. The project aimed to investigate whether drama sessions could facilitate second language learning, strengthen children’s participation in classroom communication and enhance interaction among pupils and teachers with few shared language resources in an attempt to provide them with positive experiences. Drama strategies were used to provide a joyful and welcoming environment and boost children’s communication skills. In most cases, drawing and painting, music and art were also used to support the drama activities. According to the research results, the children made use of various linguistic and non-linguistic resources (mother tongue, English, Greek, gestures, facial expressions, body movements, eye contact etc.) for interaction and self-expression and they developed positive feelings towards their classmates, their tutors and schooling. The language, which was produced through drama, was employed within a social context and was appropriate to the specific participants, setting and topic. Thus, the students were engaged in purposeful and meaningful communication. The findings from this case study highlight the beneficial effect of drama pedagogy on refugee children’s second language learning and on their socialization in the school environment.