Process drama in the classroom: A case study of developing participation for advanced EAL learners in an international school

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dc.contributor.authorMcDonnell, Dearbhla
dc.contributor.authorO'Boyle, Aisling
dc.date.accessioned2021-08-11T09:59:18Z
dc.date.available2021-08-11T09:59:18Z
dc.date.issued2021
dc.description.abstractThis paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMcDonnell, D. and O'Boyle, A. (2021) 'Process drama in the classroom: A case study of developing participation for advanced EAL learners in an international school', Scenario: A Journal for Performative Teaching, Learning, Research, 15(1), pp. 56-75. https://doi.org/10.33178/scenario.15.1.3en
dc.identifier.doihttps://doi.org/10.33178/scenario.15.1.3
dc.identifier.endpage75
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage56
dc.identifier.urihttps://hdl.handle.net/10468/11722
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-15-1-3
dc.rights© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectProcess dramaen
dc.subjectParticipationen
dc.subjectPrimary science educationen
dc.subjectInternational schoolen
dc.subjectEALen
dc.titleProcess drama in the classroom: A case study of developing participation for advanced EAL learners in an international schoolen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 1