Embodying Language in Action The Artistry of Process Drama in Second Language Education /

This book explores embodiment in second language education, sociocultural theory and research. It focuses on process drama, an embodied approach that engages learners' imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins...

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Hlavní autor: Piazzoli, Erika (Autor)
Médium: Elektronický zdroj E-kniha
Jazyk:angličtina
Vydáno: Cham : Springer International Publishing, 2018.
Vydání:1st ed. 2018.
Témata:
Applied linguistics.
Art education.
Language and education.
Intercultural communication.
Language and languages-Study and teaching.
Performing arts.
ISBN:9783319779621
On-line přístup: Získat plný text
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245 1 0 |a Embodying Language in Action  |h [electronic resource] :  |b The Artistry of Process Drama in Second Language Education /  |c by Erika Piazzoli. 
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260 1 |a Cham :  |b Springer International Publishing,  |c 2018. 
300 |a XIX, 367 p.  |b online resource. 
500 |a Social Sciences  
505 0 |a Chapter 1: Introduction: What is 'Artistry' and Why Do we Need it in Second Language Education? -- PART I -- Chapter 2: Drama as Process in L2 Education -- Chapter 3: Aesthetic and Intercultural Engagement -- Chapter 4: The Elements of Drama: An Intercultural Perspective -- Chapter 5: Knowing-in-Action -- PART II -- Chapter 6: Play as Mediation in L2/Process Drama -- Chapter 7: Classroom Discourse in L2/Process Drama -- Chapter 8: Language Assessment and L2/Process Drama -- PART III -- Chapter 9: Performative Research: Methodology and Methods -- Chapter 10: Learner Engagement in L2/process drama -- Chapter 11: Teacher Artistry -- Chapter 12: Conclusion. 
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520 |a This book explores embodiment in second language education, sociocultural theory and research. It focuses on process drama, an embodied approach that engages learners' imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins by examining the aesthetic and intercultural dimension of performative language teaching, the elements of drama and knowing-in-action. The central part of the book examines issues related to play, emotions, classroom discourse and assessment when learning a language through process drama, in a sociocultural perspective. The third part is an analysis of the author's qualitative research, which informs a subtle discussion on reflective practitioner methodology, learner engagement and teacher artistry. Each chapter includes a drama workshop, illustrating in practice what embodying language in action can look like when working with asylum seekers, adult learners with intellectual disabilities, pre-service teachers, international students and children involved in a Content and Language Integrated Learning (CLIL) programme. A unique combination of theory, research and reflective practice, this book provides valuable insights for teacher/artists, teacher educators and researchers in the fields of performative and sociocultural language learning. 
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650 0 |a Language and education. 
650 0 |a Intercultural communication. 
650 0 |a Language and languages-Study and teaching. 
650 0 |a Performing arts. 
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