Embodying Language in Action
(Englisch)
The Artistry of Process Drama in Second Language Education
Erika Piazzoli

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Erika Piazzoli is Assistant Professor in Arts Education at Trinity College Dublin, The University of Dublin, Ireland, and Adjunct Research Fellow at Griffith University, Australia.

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"This splendid book intrigues, astonishes and enlightens. Grounded in Piazzoli´s candid personal stories, it seamlessly interweaves pedagogy and artistry - embodiment, feeling, cognition, research, performance, culture and linguistics - into a rich tapestry of insights. It is a model of praxis, blending encyclopaedic grasp of theory and literature with assured practice.” (John O´Toole, University of Melbourne, Australia)

"This timely publication is an excellent introduction to the artistry of process drama in second language education and a significant contribution to the scholarly debate on performativity in education. Erika Piazzoli offers rich theoretical perspectives on Embodying Language in Action, complemented by ten very inspiring examples of teaching practice, and engages the reader by drawing on autobiographical vignettes and personal memories. The book promises to become an important reference point for all those who believe that creative doing should be at the centre of education, who are eager to understand better in what sense and to what extent language teaching is an art, the teacher is an artist and the students are co-artists.” (Manfred Schewe, University College Cork, Ireland)

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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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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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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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Erika Piazzoli is Assistant Professor in Arts Education at Trinity College Dublin, The University of Dublin, Ireland, and Adjunct Research Fellow at Griffith University, Australia.

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Über den Autor

Erika Piazzoli is Assistant Professor in Arts Education at Trinity College Dublin, The University of Dublin, Ireland, and Adjunct Research Fellow at Griffith University, Australia.

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Inhaltsverzeichnis

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Klappentext

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.rn

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Provides new qualitative research and produces practical recommendations for use in second language teaching through drama

Combines theory from drama and second language teaching to produce fresh insights

Draws on the author's experience as both an experienced teacher and a second language learner