DOI: 10.4324/9781003000914-43 391 40 THE ELEMENTS OF DRAMA IN SECOND LANGUAGE EDUCATION An intercultural perspective Erika Piazzoli Introduction Some have argued that drama is a form of intercultural education, and I agree. However, just like travel, drama can challenge stereotypes or reinforce labels; dislodge or reinforce viewpoints. Questioning the multicultural values of our society is more relevant than ever. As drama educa- tors, we have a responsibility to craft experiences that enable individuals to see through xenopho- bic and racist narratives that may be embedded around us. This chapter ofers ideas for structuring drama experiences that challenge stereotypical clichés and encourage democratic citizenship, adopting a multicultural vision of society. While the argument presented is within the domain of drama and second language (L2) education, the educational oferings below can be adapted for cohorts whose primary purpose is not second language learning. This may include drama work with student teachers, international students, students of translation or interpreting, individuals seeking asylum, and, crucially, any group concerned with intercultural literacy. This discussion focuses on drama as an art form in intercultural education and explores how the elements of drama can be manipulated to create intercultural aesthetic engagement. The chapter has three parts. In Part 1, which introduces theoretical underpinnings, I situate drama in L2 education, review frameworks for intercultural literacy, and make a case for drama as intercultural education. These premises are useful for the discussion in Part 2, where I consider the elements of drama through a praxial analysis informed by a semiotic approach. In Part 3, I join the dots to discuss the intercultural dimension of the elements, suggesting how intercultural dramatic tension may be harnessed to explore concepts that are untranslatable across languages. I delineate the intercultural profle of the elements of drama and close with a defnition of intercultural aesthetic engagement. Part 1: theoretical underpinnings Drama in second language education The synergy between drama and second language learning has been known for centuries. In the context of Drama in Education, as intended in the present volume, a turning point for