Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

中文翻译：

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“来自你”：通过过程戏剧代理成人寻求庇护者的语言学习

摘要本文对成年寻求庇护者通过过程戏剧学习意大利语作为第二语言的研究进行了研究。我们采用语言生态学的方法，首先通过研究与寻求庇护者和难民的语言学习需求有关的一些最突出问题，包括在培养语言熟练度，自主性和代理意识方面所面临的挑战，来摆布场景。然后，我们介绍表演或基于戏剧的教学法这一主题，重点介绍如何将其用于第二语言学习，并介绍过程戏剧的主要特征。在介绍本研究的具体背景之前，我们将继续评估一些针对成人寻求庇护者和难民的基于戏剧的项目。在2016/2107年举办的过程戏剧课程，是一个名为“ Cultura e Accoglienza”的项目的一部分，该项目使30名寻求庇护者可以作为意大利北部帕多瓦大学的“来宾学生”入学。特别是，我们看了其中一个过程戏剧课，参与者是欢迎移民的社区工作者协会的成员，而老师则扮演寻求庇护者的角色。通过戏剧性的框架，我们作为调解人利用学习者的专业知识来融入意大利文化并欢迎新来者。我们的目标是使用“时间”，“位置”和“角色反转”作为疏远手段来挑战“其他”的概念。来自视频，焦点小组和教师日记的分析表明，这部戏剧为参与者提供了改变观点的机会，