What's my position? Role, frame, and positioning when using process drama

aspect of speech itself. He must move to abstracted speech, to speech that uses representations of the words rather than the words themselves’ (1987, p. 202). I may well be wrong about this, but from my point of view, Vygotsky is referring to the different conceptual demands and formations of speaking and writing. This is part of a wider argument about the development of higher mental processes in relation to spoken and written language. It is germane to Kempe’s article in terms of the ways that we learn to develop conceptual awareness of the linguistic expectations that may pertain to particular social situations and arrangements. This leads me to the second and more substantive point—Vygotsky’s work is particularly powerful in exploring the relation between the social and cultural world in its historical setting and the development of mind in the individual and group. He explores the area of the patterns and processes of learning, how the external cultural world relates to the internal world of mind. Kempe invites us to look two ways towards different domains: first, from the individual social and dramatic actor towards the broad social structures and back; second, from the individual’s position in the social order and their expression of this through language, towards the internal and particular patterns and processes of learning. As it stands in Kempe’s paper, the second domain is perhaps just glanced at, but it’s a useful start and promises the possibility of more fruitful research.