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?

Abstract

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.