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ABSTRACT
This paper explores the use of drama in the classroom for the purpose of creating and increasing linguistic and intercultural skills. Included are three brief case studies of ELL students, which serve as the purpose for the exploration. What follows is a literature review of research spanning nearly seven decades from theatre practitioners, sociologists, and linguists. The research notes the importance of developing intercultural understanding across disciplines and the need to better assist ELLs in language acquisition. Reviewed papers range from case studies of intercultural performance groups to best practices of ELL instructors. The next section of the paper is a proposal for research into developing a series of dramatic activities that can be adapted for multiple classroom instruction to aid ELLs and their peers in language acquisition and intercultural discourse. The paper concludes with desired outcomes for the proposed study.

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