Implementing Trilingual Pedagogy in Dramatic Arts Education: Balancing Linguistic Diversity, Creative Expression, and Institutional Challenges in Multilingual Classrooms
Keywords:
Trilingual Pedagogy; Dramatic arts education; Multilingual Classrooms; Translanguaging; Creative Expression and Institutional ChallengesAbstract
As educators navigate the vibrant tapestry of multilingual classrooms, the strategic integration of trilingual pedagogy in dramatic arts education offers a transformative opportunity to unlock students' full creative potential, bridging linguistic divides and fostering a more inclusive, culturally rich learning environment. Use of isiXhosa, isiZulu, and English language in teaching dramatic arts in grade 10 may help in the practical performance of dramatic arts. The qualitative case study examined the implementation of trilingual pedagogy in dramatic arts education, focusing on balancing linguistic diversity, creative expression, and institutional challenges in multilingual classrooms. The translanguaging theory underpins the study, which emphasises leveraging students’ full linguistic repertoires as a resource. A purposive sample of 15 teachers who have been teaching dramatic arts from grade 10 to 12 for more than three years from three schools participated, with data collected using a questionnaire and analysed thematically. Findings highlight that trilingual pedagogy fosters creative expression by enabling students to draw from their natural languages during rehearsals and performances, leading to more authentic and engaging artistic outputs. Teachers reported that multilingual scaffolding strategies, such as integrating linguistic diversity into scriptwriting and improvisation, improved students’ comfort in articulating ideas and navigating cultural contexts. However, institutional barriers—including disparities in language proficiency, resource limitations, and curriculum constraints—were identified as persistent challenges. The study recommends the value of trilingual pedagogy in enhancing practical performances and socioemotional growth, aligning with broader research on multilingual education’s role in promoting inclusivity and intercultural understanding. Recommendations emphasise the need for teacher training, adaptable curricula, and institutional support to sustain [1]trilingual practices in dramatic arts education.https://doi.org/10.26803/ijlter.24.5.25
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