| Research on traditional second language acquisition (SLA), particularly regarding the entanglement of mind, body, and world, has been widely discussed in the field. Although the notion of entanglement of mind-body-world has been explored in several studies, the literature provides limited empirical evidence in contemporary SLA studies on how they are entangled with space as spatial repertoires and artifacts, as well as multimodality in language learning, viewed from a multidisciplinary perspective. This gap is addressed by the current research, which investigated how cognition is entangled with sociomaterial world, in multimodal contexts, forming an interconnectedness of them all in the process of learning and acquiring English through sociodramatic play discourse and performance. Drawing on a multidisciplinary perspective, this study incorporates the notion of sociocognitive, somaesthetic, geographical (spatial repertoires), and physical (artifact and multimodality) perspectives into a unified assemblage. The study involved ten English Literature students who participated as actors and actresses in a drama performance project at a university in Indonesia. These students engaged in meaning-making during sociodramatic play activities in the classroom, using verbal, visual, and actional modes along with dramatic repertoires (e.g., scenes, acts, sounds, and other artifacts used in performance). The objectives of this study are: 1) to explore how the EFL learners entangle with cognition and sociomaterial world within multidisciplinary perspective in a sociodramatic play class; 2) to investigate how this entanglement contributes to the meaning-making during EFL learning; and 3) to examine the extent to which this entanglement encourages students to actively engage with the learning process in sociodramatic play. A qualitative classroom ethnography methodology was adopted, using data collected through direct classroom observation, field notes, video recordings, and in-depth interviews. The findings of this study show that EFL classrooms can transform the manifestation of learning through mind-body-world, space, and artifacts into a meaning-making process, which scaffolds the learning and teaching of English through various modes in an assemblage. The findings indicate that all learners were able to stimulate their cognitive processes and embody these through body positioning, resulting in more effective dialogue production compared to other subjects in different classrooms. This was due to the interplay between the body and cognition. Moreover, the learners demonstrated enhanced meaning-making through their engagement in sociodramatic play, utilizing semiotic resources such as material objects, peer interaction, background music, and body movement. The learners successfully integrated mind, body, and world within a situated and conditioned learning environment. However, it was observed that not all learners received equal opportunities for acting, due to the varying roles assigned by the drama director and scriptwriter. This discrepancy was caused by the uneven distribution of dialogue and actions across the scenes, with the main characters typically having more extensive dialogue and exposure in the performance. This study suggests that incorporating the role of mind, body and the interconnectedness of assemblage into a cohesive model of SLA can provide a more comprehensive approach to language learning. This perspective has significant implications for designing SLA models, particularly for adult learners in foreign language contexts. The present study underscores the importance of recognizing that language learning is not solely a cognitive process but involves the entanglement of body, objects, and space as integral factors that support language acquisition. |