| Summary: | This arts-based qualitative study uses the Popular Theatre method of drama in a manner that encourages play, experimentation and reflection with cross border English-as-an-Additional Language (EAL) students in a UK university. This Participatory Action Research case study was driven by these students' reflections and explorations of their cultural experiences. This was a deliberate move away from the traditional use of drama in E~L classrooms where drama activities have been employed to reinforce language learning in an exchange format. This research is theoretically framed by the Popular Theatre method (which is informed by the writing of Augusto Boal). In the course of the project, students were able to trouble-shoot and practise problem-solving together, 'playing' with their real-lives. From this 'playing', and reflection on my own experience as a drama teacher and international student, I generated a series of scripted ethnodrama scenes. This ethnodrama reveals and breathes life into the findings from this research. The first is the examination of the differentiating characteristics of a group I am identifying as solo-nationals. These are students who are the singular person from their country of origin. The second is the inadequacy of the structure of induction programmes, such as those current in many HE Is, as a one-size-fits-all event. As a researcher I critically examine the ethnodrama and offer scenes for use in the EAL classroom or induction programmes to both represent students' experiences and provide a template for further exploration of individual experience. Further, I reflect on and evaluate what can be learned from this study about the uses and effectiveness of drama as a learning tool in this context.
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