In some regions of Asia, the starting age of introducing an English language curriculum has become younger in recent decades with more communication-focused approaches illustrating English as a global language widespread globalisation. The workshop is based on the use of process drama in English as an additional language class. A particular focus given to the learners’ lived experiences in a foreign language context requires adjustment for scaffolding in language classrooms and teachers’ instructions. Teaching a target language which learners are not exposed in their daily lives can be very challenging. They often experience a loss of motivation and purpose. The workshop demonstrates how a process drama approach can be inclusive to all the participants where ‘nobody is left behind ‘. At the same time, it calls upon the learner's autonomy through active participation and a high level of engagement. The approach can be easily modified in any other additional language classes by simply changing the target vocabulary used in the workshop.