ISSN 1649-8526 Volume 2016 · Issue 1 http://scenario.ucc.ie Foreword Dear SCENARIO Readers, We are pleased to introduce our SCENARIO 2016 summer issue. The issue starts off with three articles with a focus on Teaching English as a Second and Foreign Language. Anne Smith (Redbridge, UK) presents a British Applied Theatre project based on forms of improvisation. Her contribution, Creative English: Balancing Creative and Functional Language Needs for Adult Refugees, Asylum Seekers and Migrants, targets functional as well as creative needs of adult learners in order to support communication skills in the second language. In the third part of her article series 1 in SCENARIO, Eucharia Donnery (Shonan Institute of Technology, Japan) explores with Process Drama in the Japanese University Classroom: Phase Three, The Homelessness Project both the opportunities and limitations of process drama for foreign language education at Japanese universities. In her article. Step into Drama and Teach English Affordably, Konstantina Kalogirou (Aristotle University of Thessaloniki, Greece) addresses the impact of the Greek economic crisis upon foreign language education in that nation’s school system. She argues that, given the current sociopolitical situation there, drama pedagogy could provide significant impulses for both education and educational policy. Robin Reid (Baiko Gakuin University, Japan) introduces practical exercises designed to make the analysis of theatrical plays more accessible to students. His contribution, Performative Script Analysis for Additional Language Classrooms, appears in the rubric Window of Practice. In „Oser dépasser les frontières“ – Fronten aufbrechen im DaF-Unterricht durch kooperative Arbeit zwischen mehrsprachigen SchülerInnen und Studierenden im Oberelsass, Nina Kulovics & Aline Vennemann (Université de Haute-Alsace, France) describe a multilingual arts project in the context of German as a Foreign Language. This project is the result of a cooperation between secondary schools and higher education, featuring the examination and exploration of original German and French texts (in part unpublished reports by soldiers and civilians) from World War I. Performative approaches are meant to dissolve “not only geographical . . . but also mental and social, i.e. internalized, invisible fronts.” Simone Hein-Khatib (University of Regensburg, Germany) contributes an essay entitled Ohne Panzerhemd der Gewohnheiten – Über das Wahrnehmen der Stimme und den Stellenwert von Spracherfahrungen im Fachbereich ‚Deutsch als 1 See also her complementary contributions in Issues IV/2 und VIII/1, as well as an intro- duction to the topic in Issue III/1. Copyright © 2016 Scenario · All rights reserved · Alle Rechte vorbehalten