LEADER 04198nam  22006735  450 
001 9910300606003321
005 20230810193630.0
010   $a9783319779621
010   $a3319779621
024 7 $a10.1007/978-3-319-77962-1
035   $a(CKB)3810000000358734
035   $a(DE-He213)978-3-319-77962-1
035   $a(MiAaPQ)EBC5455711
035   $a(Perlego)3491113
035   $a(EXLCZ)993810000000358734
100   $a20180629d2018      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aEmbodying Language in Action $eThe Artistry of Process Drama in Second Language Education /$fby Erika Piazzoli
205   $a1st ed. 2018.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018.
215   $a1 online resource (XIX, 367 p.) 
311 08$a9783319779614 
311 08$a3319779613 
327   $aChapter 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.
330   $aThis 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.
606   $aApplied linguistics
606   $aArt$xStudy and teaching
606   $aLanguage and languages$xStudy and teaching
606   $aIntercultural communication
606   $aPerforming arts
606   $aTheater
606   $aApplied Linguistics
606   $aCreativity and Arts Education
606   $aLanguage Education
606   $aIntercultural Communication
606   $aLanguage Teaching and Learning
606   $aTheatre and Performance Arts
615  0$aApplied linguistics.
615  0$aArt$xStudy and teaching.
615  0$aLanguage and languages$xStudy and teaching.
615  0$aIntercultural communication.
615  0$aPerforming arts.
615  0$aTheater.
615 14$aApplied Linguistics.
615 24$aCreativity and Arts Education.
615 24$aLanguage Education.
615 24$aIntercultural Communication.
615 24$aLanguage Teaching and Learning.
615 24$aTheatre and Performance Arts.
676   $a410
700   $aPiazzoli$b Erika$4aut$4http://id.loc.gov/vocabulary/relators/aut$0932885
906   $aBOOK
912   $a9910300606003321
996   $aEmbodying Language in Action$92099699
997   $aUNINA