About the Journal

Focus and Scope

SCENARIO features contributions in the following areas:

1. The relationship between professional theatre and language education, especially Foreign/Second Language Education (FSLE), including:

  • Cross-currents between theatre and FSLE: form, history, theory
  • Culturally specific approaches to acting and directing and their significance for teaching and learning
  • Influences on FSLE resulting from the interrelationship between theatre and allied art forms (Visual Art, Film, Dance, Music)

2. The relationship between forms of Applied Drama and Theatre and FSLE, including especially:

2.1 Theatre-in-Education (TIE)

  • Cross-currents between TIE and FSLE
  • Description and evaluation of specific TIE-Projects aimed at FSLE
  • Culturally specific TIE traditions and their impact on FSLE
  • List/discussion of publications, events and links

2.2 Drama-in-Education (DIE)

  • Cross-currents between DIE and FSLE
  • Description and evaluation of specific DIE concepts, methods and approaches in relation to FSLE
  • Culturally specific DIE traditions and their impact on FSLE
  • List/discussion of publications, events and links

2.3 The interrelationship between TIE and DIE

  • Theoretical foundations
  • Fields of application
  • Working methods, objectives, models of practice
  • Selected aspects of shared subject debate, for example the aspect of product-/process-orientation

2.4 Appraisal of existing and development of new concepts of drama/ theatre-based Foreign/Second Language Teaching

  • Reference disciplines of FLSE/theories which underpin drama/theatre-based FLSE
  • Diverse Practices within and across institutional and national boundaries
  • The use of specific approaches, methods and techniques in the different subject areas: Language, Literature, Culture

3. Focus on the Teacher

  • teacher training and in-service-training
  • the teacher as actor, director, author and spectator
  • different institutional teaching contexts (primary, secondary, third level; adult education)

4. Focus on the Learner

  • the development of language, literature and culture-related competence
  • the development of the student's multiple intelligences/personal growth
  • the learner as actor, director, author and spectator
  • different learner levels (beginners, intermediate, advanced)
  • different institutional learning contexts (primary, secondary, third level; adult education)

5. Research

  • Description and evaluation of research projects
  • Discussion of research methodologies
  • The development of an international glossary of terms

6. Reviews of books, articles, audio-visual resources and performances

Peer Review Process

  • This journal does not charge Article Processing Charges (APCs) or Submission charges.
  • Your submission will be acknowledged immediately upon receipt.
  • If the Guidelines for Authors have been properly followed and your submission appears promising the editors will send your submission on for review.
  • Two anonymous reviewers will be contacted to evaluate your submission and, based on SCENARIO’s Reviewers’ Guidelines, they will send their independent reports to the editors. Note that the evaluations may come from members of SCENARIO’s Advisory Board or from experts not affiliated with the journal.
  • Normally within approximately three months of receiving your submission, the editors will send you the reviewers’ reports and let you know whether, and if possible, when, your contribution will be published.

Publication Frequency

Scenario is published twice a year and authors can submit their manuscripts in English or German. 

Manuscripts which are submitted by the end of January will be considered for the Summer Issue; manuscripts which are submitted by the end of July for the Winter Issue.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Repository Policy 

Articles Used
Only the publisher’s final version and advanced online publication version, which are post-review papers, are allowed to be used. The use of the final version of the author’s paper and the pre-review version are not permitted.

Permitted sites
Institutional repositories that are operated by domestic and foreign universities and non-profit research institutions; websites of research funding organizations that have provided support for the research of this article; author’s website; non-commercial online thesis archives.

Terms of use
The copyright holder must also be indicated. For example, “© 2023 Scenario”.

Members of the Advisory Board represent different research disciplines and fields of practice, including French, English and German as a Foreign Language, Applied Linguistics, Drama and Theatre Studies, Applied Drama and Theatre, Theatre in Education, Drama and Theatre Pedagogy, Process Drama, Psychodrama, Drama Therapy, Playback Theatre, Film Studies.

Their main role is to review submitted manuscripts, but some Board members also advise on journal policy and scope, act as guest editors and play an active role in organising SCENARIO FORUM-related projects and events. 

  • Bernadette Cronin, Department of Drama and Theatre Studies, University College Cork
  • Fiona  Dalziel, Dipartimento di Studi Linguistici e Letterari (DiSLL), University of Padua
  • Eucharia Donnery, Center for Language Research and Education, Sophia University, Tokyo
  • Christian Fandrych, Herder Institut, Universität Leipzig
  • Daniel Feldhendler, Institut für romanische Sprachen und Literaturen, University of Frankfurt
  • Mike Fleming, School of Education, University of Durham
  • Bärbel Jogschies, Theaterpädagogik, Staatstheater Hannover
  • Alexandra Hensel, Teaching Artist, Göttingen
  • Morgan Koerner, Department of German and Slavic Studies, College of Charleston, South Carolina, USA
  • Almut Küppers, Institut für England- und Amerikastudien, Universität Frankfurt
  • Laura Linares, Department of Spanish, Portuguese and Latin American Studies, University College Cork
  • Bettina Matthias, Department of German, Middlebury College, Middlebury, VT 05753
  • Kim Misfeldt, Department of German, University of Alberta, Canada
  • Anne-Marie Mullally, Department of Humanities, Institute of Technology, Tallaght
  • Erika Piazzoli, School of Education, Trinity College Dublin, Dublin 
  • Michaela Reinhardt, Università degli Studi del Piemonte Orientale, Faculta di Lettere e Filosofia, Vercelli
  • Colleen Ryan, Department of French and Italian, Indiana University, Bloomington
  • Barbara Schmenk, Department of German and Slavic Studies, University of Waterloo
  • Christian Schmitt-Kilb, IAA - Institut für Anglistik/Amerikanistik, Universität Rostock
  • Trina Scott, Theatre and Drama Studies, School of Music, Cork Institute of Technology
  • Carola Surkamp, Seminar für Englische Philologie, University of Göttingen
  • Florian Vaßen , Deutsches Seminar/Arbeitsstelle für Theaterpädagogik, Leibniz Universität Hannover

Journal History

For details go to: