Abstract:
Research on performative teaching has expanded in recent decades. This growth has been accompanied by interest in evidence-based practice and evaluation. However, experimentation is complex and classroom-based researchers must carefully and responsibly negotiate many obstacles. Despite challenges inherent in this endea-vour, many practitioners are genuinely interested in how and why theatre supports learning. In this article we explore experimentation in the second language classroom and outline a conceptual framework which embeds qualitative data collection within an experimental design. These ideas can be regarded as an extensive case study that combines and furthers the work of teacher artists and scientific practice.
