Interactions between learning English and studying drama: an autoethnography of being a drama student in an English-language context

Abstract

In a multicultural, plurilingual, and welcoming environment like Canada, there is a continuous demand for English as an Additional Language (EAL) learning. In this context, pedagogical approaches should be carefully chosen to reflect learners? traits and cross-cultural experiences. This thesis examines the relationship between drama education and language learning, aiming to offer insights and inspiration for EAL educators and learners, drama practitioners, and individuals residing in multicultural settings, such as Canada. Autoethnography is employed as the methodology. The analysis draws on the researcher?s personal experiences as both an EAL learner and a drama student living in Canada. By analyzing the researchers? personal experiences alongside relevant literature, this thesis examines how the interaction between drama and language education can be most effectively realized. It argues that this integration is particularly valuable for EAL learners who are interested in drama and are learning with non-native-English speakers from diverse cultural backgrounds.