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Embodying language in actionthe arti...

Piazzoli, Erika.

Embodying language in actionthe artistry of process drama in second language education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Embodying language in actionby Erika Piazzoli.
Reminder of title:	the artistry of process drama in second language education /
Author:	Piazzoli, Erika.
Published:	Cham :Springer International Publishing :2018.
Description:	xix, 367 p. :ill., digital ;22 cm.
Contained By:	Springer eBooks
Subject:	Language and languagesStudy and teaching.
Online resource:	http://dx.doi.org/10.1007/978-3-319-77962-1
ISBN:	9783319779621$q(electronic bk.)

Embodying language in actionthe artistry of process drama in second language education /
Piazzoli, Erika.

Embodying language in actionthe artistry of process drama in second language education /[electronic resource] :by Erika Piazzoli. - Cham :Springer International Publishing :2018. - xix, 367 p. :ill., digital ;22 cm.

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.

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.

ISBN: 9783319779621$q(electronic bk.)

Standard No.: 10.1007/978-3-319-77962-1doiSubjects--Topical Terms:

180352
Language and languages
--Study and teaching.

LC Class. No.: P53.297 / .P53 2018

Dewey Class. No.: 418.0071

Embodying language in actionthe artistry of process drama in second language education /
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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.
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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