01105cam0 2200289 450 E60020001018720201008064241.0888137191X20050518d2004 |||||ita|0103 baitaITAdeguamenti completamenti nuove strutture di chieseprogetti del laboratorio di composizione culturale per la Diocesi di piazza ArmerinaPasquale CulottaEmanuele PalazzottoTroina (EN)Città aperta2004141 p.ill.30 cmAgateprogetti1001LAEC000211712001 *Agate : progetti1Culotta, PasqualeA60020003081107036336Palazzotto, EmanueleA600200030812070ITUNISOB20201008RICAUNISOBUNISOB700124912E600200010187M 102 Monografia moderna SBNM700003714Si124912donodiguidaUNISOBUNISOB20050518075900.020191028122301.0SpinosaAdeguamenti completamenti nuove strutture di chiese1671274UNISOB04198nam 22006735 450 991030060600332120230810193630.09783319779621331977962110.1007/978-3-319-77962-1(CKB)3810000000358734(DE-He213)978-3-319-77962-1(MiAaPQ)EBC5455711(Perlego)3491113(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.) 9783319779614 3319779613 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 linguisticsArtStudy and teachingLanguage and languagesStudy and teachingIntercultural communicationPerforming artsTheaterApplied LinguisticsCreativity and Arts EducationLanguage EducationIntercultural CommunicationLanguage Teaching and LearningTheatre and Performance ArtsApplied linguistics.ArtStudy and teaching.Language and languagesStudy and teaching.Intercultural communication.Performing arts.Theater.Applied Linguistics.Creativity and Arts Education.Language Education.Intercultural Communication.Language Teaching and Learning.Theatre and Performance Arts.410Piazzoli Erikaauthttp://id.loc.gov/vocabulary/relators/aut932885BOOK9910300606003321Embodying Language in Action2099699UNINA