Process drama in the classroom

A case study of developing participation for advanced EAL learners in an international school

Authors

  • Dearbhla McDonnell
  • Aisling O'Boyle Queen's University Belfast

DOI:

https://doi.org/10.33178/scenario.15.1.3

Keywords:

Process Drama , Participation, Primary science education , International school , EAL

Abstract

This 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.

Author Biographies

Dearbhla McDonnell

Dearbhla McDonnell works as a Primary Education Teacher and Whole School Music Specialist in the Netherlands.  She has taught extensively throughout Europe.  Dearbhla has an MA, MEd and PGCE from the University of Cambridge and was awarded the Barbara Pointon prize for the most exciting and innovative materials for use in school music.  Dearbhla completed her EdD through Queen's University Belfast which focused on Process Drama.   

Aisling O'Boyle, Queen's University Belfast

Aisling O’Boyle is Lecturer at Queen’s University Belfast and Director of the Centre for Language Education Research. Her research explores the relationships between dialogue and education. This leads to methodological interests in corpus linguistics and discourse analysis and applied research in English Language Education, particularly in the topics of academic discourse and the socially embedded nature of English language teaching and learning in refugee and gender equality concerns.

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Published

2021-08-11

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