This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja ("Annals of the Association of American Geographers" 70:207-225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li ("Journal of Pragmatics" 43:1222-1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students.