Sociocultural Theory, Process Drama and Second Language Learning
While there is substantial work connecting the fields of sociocultural theory and drama, as well as sociocultural theory and second language (L2) learning (Lantolf, 1994; 2000; Lantolf and Thorne, 2006), consideration of how process drama and sociocultural theory for L2 learning work together has received minimal attention. Within this chapter we attempt to address this gap by applying four Vygotskyan concepts to analyse the action and interactions occurring during a process drama conducted in the L2 classroom introduced in the vignette above. This drama work was part of a larger refugee resettlement research project designed to support newly arrived children and young people from a range of cultural backgrounds. Sociocultural theory for second language learning is an orientation to language teaching and learning based on the theories ofVygotsky. It emerged in the 1990s through the work ofLantolf (1994; 2000), Donato (2004), Swain (2000) and others, who were dissatisfied with approaches where isolated chunks of interaction were examined without considering the context in which they occurred. In contrast, in a sociocultural perspective, context and dialogue are considered crucial to generating language learning.
Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research
Creative Arts, Media and Communication Curriculum and Pedagogy