04534nam 22006375 450 991030060600332120200704071218.03-319-77962-110.1007/978-3-319-77962-1(CKB)3810000000358734(DE-He213)978-3-319-77962-1(MiAaPQ)EBC5455711(EXLCZ)99381000000035873420180629d2018 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierEmbodying Language in Action The Artistry of Process Drama in Second Language Education /by Erika Piazzoli1st ed. 2018.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2018.1 online resource (XIX, 367 p.) 3-319-77961-3 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.Applied linguisticsArt educationLanguage and educationIntercultural communicationLanguage and languages—Study and teachingPerforming artsApplied Linguisticshttps://scigraph.springernature.com/ontologies/product-market-codes/N13000Creativity and Arts Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O11000Language Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O23000Intercultural Communicationhttps://scigraph.springernature.com/ontologies/product-market-codes/N68000Language Teachinghttps://scigraph.springernature.com/ontologies/product-market-codes/O46000Performing Artshttps://scigraph.springernature.com/ontologies/product-market-codes/415030Applied linguistics.Art education.Language and education.Intercultural communication.Language and languages—Study and teaching.Performing arts.Applied Linguistics.Creativity and Arts Education.Language Education.Intercultural Communication.Language Teaching.Performing Arts.410Piazzoli Erikaauthttp://id.loc.gov/vocabulary/relators/aut932885BOOK9910300606003321Embodying Language in Action2099699UNINA