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Abstract: Pedagogical practices which value and build from learners’ experiences, values, beliefs, and complex identities have been demonstrated as valuable in countering deficit-based discourses surrounding second language learners, particularly new immigrants to the United States. Drama is one such approach with the potential to destabilize deficit discourses within and beyond the classroom. This research draws from poststructural understandings of power, discourse, and identity to explore how drama positions language learners, and how learners position drama in L2 contexts. Analysis of how learners both invest in and resist creative pedagogical approaches offers the optimistic view that language learners, particularly adults who already have considerable experience negotiating professional and educational discourses, will find ways to advocate for themselves even within practices that have the potential to marginalize them. This analysis highlights how learners enter classrooms equipped to navigate complex discourses and take up subject positions aligned with their own goals, world views, and preferred
identities
identities
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