Process drama in the classroom

This paper reports on a study of the use process drama in an international primary school Netherlands. The research investigated extent to which using could develop participation for advanced EAL learners. In addition, we sought understand pupils’ perspectives. Using qualitative methodology, undertook case approach focusing six learner pupils (9-10-year-olds). We implemented during series nine science lessons. collated and analysed Video recording lessons, class teacher’s written observations, journal, two interviews focus group with participants arts-based framework participation, previously employed by Pérez-Moreno (2018). deployed embodied methods. findings suggest that as teaching methodology increased but not immediately. who had spoken out lessons began volunteer their ideas. All reported they considered increased.