Using drama in English language programs for adults from migrant and refugee backgrounds: A thematic literature review and practice principles

Abstract

Drama has long been recognised as a powerful pedagogical modality in language education, yet its application within adult English language programs for migrants and refugees remains underexamined, particularly within Australian settlement education and the Adult Migrant English Program (AMEP) in particular. This thematic literature review synthesises research from 2000 to 2025 on the use of drama, encompassing process drama, applied theatre, role play, and embodied performance practices, as a set of creative approaches to teaching English to adults from migrant and refugee backgrounds. Drawing on Australian and international publications, the review maps the landscape of existing scholarship, identifying key themes including the role of drama in fostering communicative competence, building learner confidence, navigating identity and belonging, and creating safe spaces for emotional expression. A theoretical discussion grounded in embodied cognition illuminates why drama’s kinaesthetic, relational, and affective dimensions may be particularly significant for learners whose language acquisition is shaped by experiences of displacement, trauma, and cultural transition. From the findings, a set of principles for practice is proposed, offering educators a framework for integrating drama into adult TESOL settings in ways that are culturally responsive, trauma-informed, and linguistically purposeful. The review concludes by identifying gaps in the current evidence base and suggesting directions for future research.