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TRANSLANGUAGING PEDAGOGIES IN PREK-12 THEATRE INSTRUCTION:

THE FAMILY THEATRE HISTORY PROJECT

SUNNY STUBBS

PUBLISHED IN:

Volume 2, Issue 2, September 2025

Symposium & Webinar Series Proceedings

DOI:

https://doi.org/10.70144/ss020203pd

KEY WORDS:

multicultural education, multicultural theatre education, translanguaging, translanguaging in theatre instruction, theatre education

ABSTRACT:

Implementing translanguaging strategies in theatre education honors the whole child while allowing creative learning to reflect all the languages learners live in. Translanguaging is a natural process by which a speaker chooses the best language to communicate meaning. By implementing translanguaging pedagogy in a theatre classroom, the arts can be a tool for bilingual students to develop their ability to express their full humanity and their growing biliteracy. This paper will introduce and offer a brief history of translanguaging, share basic instructional strategies for implementing translanguaging pedagogy, and detail a translanguaging strategy for theatre instruction—the Family Theatre History Project. Through this project, family and community generational knowledge can be passed down in the classroom space. Implications for practice and approaches to calls for action will be discussed.

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