Difficulties of translating language and ideas in process drama research across cultural contexts: Insight from Sri Lankan experiences

Abstract

Completing Ph.D. degrees in western or European countries has long been a practice for students and researchers around the world, which contributes to scientific productivity, allows for international recognition and encourages international ties and collaboration between researchers from different countries. Many of these doctoral students conduct data collection for their research projects in their native language in their home country before moving on to the analysis and interpretation stages with the support of language translation. The quality of the translation process and interpretation of data has a huge impact on the ultimate effectiveness and success of proposed interventions. However, conducting data collection in one’s native language, particularly in creative arts such as drama, presents unique challenges for translation and interpretation processes. This article reflects upon the challenges encountered during the translation of data from two original sources – one in Australia and one in Sri Lanka – during an investigation of a process drama intervention. It discusses the cultural and linguistic appropriateness of research methodologies within different educational contexts, emphasizing the importance of considering these factors for ensuring research credibility and validity. By addressing these challenges, educators and researchers can create more inclusive and impactful learning environments for students across diverse cultural and linguistic backgrounds.