If the global and multicultural social environments in which we find ourselves nowadays, define who we are, then ‘we’ as social beings, are embedded in various relevant social communities in which we act, interact, affect and being affected through our communications. In our case, teachers and learners change and co-produce cultural assets through their daily practices, while they explore, interact and embrace the already existing local Cultural Heritage of their new settings. This paper moves beyond text-oriented approaches and towards cutting-edge trends in education and second language learning. A new global application is presented which utilises the recording of urban heritage landscapes as mediums for second language acquisition and social inclusion. The methodology that is developed is based on the case study of a co-produced, between teachers and learners, Historical Area Assessment in a diverse area of Cardiff city. It shows the benefits brought to the refugee and asylum seeker learners, regarding their second language competence levels and the social inclusion they achieved in their local community. Through this innovative application, which combines heritage recording with drama in education, learners take the lead in the recording of the urban heritage landscapes and the teachers focus on the creative and experiential aspect of the learning process through drama. The ultimate aims are to present a new heritage and drama-based way for second language acquisition and social inclusion in the multicultural classroom.
|Journal||Global Education Review |
|Publication status||Accepted/In press - 22 Sep 2020|
- Drama in Education
- Heritage in Education
- Multicultural Classroom
- Historic Area Assessment
- Heritage for Social Inclusion