Abstract
The aim is to provide a systematic review answering Cremin and Chappell’s call to fill gaps in discipline-specific knowledge of creative pedagogy approaches and methods. The expected outcome is a theoretical model of drama-based pedagogy in teaching modern foreign languages which is geared to the practical implementation of the key elements of creative pedagogies as established by Cremin and Chappell’s (2021) systematic literature review. There is a substantive body of knowledge on creativity, but precisely how it is fostered and embedded within an educational context and across different subject domains remains under researched. The recent systematic review of literature by Cremin and Chappell (2021) covered empirical research spanning almost 30 years. It identified the seven key pedagogical characteristics which define the aspects of creative pedagogy which most enhance teaching for creativity. Additionally, Cremin and Chappell highlighted the lack of discipline-specific investigations into creative pedagogies. This deficit in the literature prompted us to critically review and synthesise empirical research in teaching modern foreign languages (MFL) through a particular interdisciplinary pedagogical approach of drama (DBP).