The silent gaps in the data: What do participants say (and do not say) about engagement when experiencing process drama to learn an additional language?
Author(s)
Piazzoli, Erika
Griffith University Author(s)
Year published
2013
Metadata
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This paper reports emergent findings from a reflective practitioner study on the aesthetics of process drama for teaching and learning additional languages (AL/process drama). In particular, in this paper I focus on the construct of 'engagement'. Firstly, I sketch a conceptual framework to depict the nature of engagement in AL/process drama. Next, I problematize the notion of 'researching engagement' in languages/drama education. I then draw on one case study, to explore what participants say, and what they do not say, on being engaged. I refer to examples from data analysis, where I cross-referenced different methods, and ...
View more >This paper reports emergent findings from a reflective practitioner study on the aesthetics of process drama for teaching and learning additional languages (AL/process drama). In particular, in this paper I focus on the construct of 'engagement'. Firstly, I sketch a conceptual framework to depict the nature of engagement in AL/process drama. Next, I problematize the notion of 'researching engagement' in languages/drama education. I then draw on one case study, to explore what participants say, and what they do not say, on being engaged. I refer to examples from data analysis, where I cross-referenced different methods, and different perspectives, exposing some silent gaps in the data. This strategy led to new meanings in the participants' perspectives. Finally, I consider the role of the researcher as an 'intercultural speaker' when conducting research in languages/drama education.
View less >
View more >This paper reports emergent findings from a reflective practitioner study on the aesthetics of process drama for teaching and learning additional languages (AL/process drama). In particular, in this paper I focus on the construct of 'engagement'. Firstly, I sketch a conceptual framework to depict the nature of engagement in AL/process drama. Next, I problematize the notion of 'researching engagement' in languages/drama education. I then draw on one case study, to explore what participants say, and what they do not say, on being engaged. I refer to examples from data analysis, where I cross-referenced different methods, and different perspectives, exposing some silent gaps in the data. This strategy led to new meanings in the participants' perspectives. Finally, I consider the role of the researcher as an 'intercultural speaker' when conducting research in languages/drama education.
View less >
Journal Title
Drama Research
Volume
4
Issue
1
Publisher URI
Subject
Curriculum and Pedagogy Theory and Development
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Creative Arts, Media and Communication Curriculum and Pedagogy
Art Theory and Criticism
Performing Arts and Creative Writing