ABSTRACT
Laura Cranmer, Jocelyn Difiore, and Jeffrey Paul Ansloos illuminate ways that Indigenous youth use the translanguaging of their Indigenous languages and English to explore their generational identities, further resiliency through creativity, and awaken the public's consciousness to colonial oppression through public art. Debi Khasnabis, Catherine H. Reischl, along with other artists and educators, describe a summer program that engages fourth to eighth grade students in spoken word poetry, hip hop, and digital video with mentor texts and artists. Engaging students' multiple senses by employing different modalities through drama supports emergent bilingual students to use their funds of knowledge, practice oral language skills and critically negotiate meaning within the metaphoric imagined world. The multiple modes of literacy and role-play involved in a process drama provide rich possibilities for learning through students' negotiations within a created imagined world. The use of role-play encompasses various modes of meaning-making, such as gesture, gaze, image, sound, speech, writing, and body posture.
