Based on current research conducted at an Australian University English Language Centre, this paper explores parallels between a process drama in 2012 with international students studying in Australia and immigrants in London in 1850 coming to Australia to find gold. The themes explored include sexuality, depression, loss, personal discovery and joy. This paper highlights the transformative nature of great journeys, the power of aesthetic experience and emotion in process drama and reinforces the importance of language in travelling, trade and exchange, both past and present. This paper draws on insights from research undertaken with twelve adult international students of English as a Second Language in 2012. Aesthetic engagement, language education and process drama were connected through metaxis, metacognition and meta- emotion to create a transformation for the participants. Phenomenography is explained as a methodology for teachers, artists and practitioners in Language Education, Process Drama and related disciplines.
With 20 years’ experience in applying drama, TESOL and teacher training methodologies across ELICOS, high school, vocational education, higher education and corporate sectors in Japan, the Netherlands, the United States and Australia, Patrick’s approach to problem solving is informed by a dynamic systems perspective with a global outlook. Patrick’s recent PhD research at the University of Sydney is in using process drama in TESOL. His passion is in sharing drama and innovative TESOL pedagogy across cultures and he has had the privilege of conducting large group presentations and workshops with thousands of students and teachers at more than 50 events across 28 countries in the last five years as part of his PhD and roles with the University of Sydney, NEAS and UECA. Patrick is currently Chief executive Officer at NEAS (National ELT Accreditation Scheme) in Sydney, Australia.
