LEADER 04534nam 22006375 450 001 9910300606003321 005 20200704071218.0 010 $a3-319-77962-1 024 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(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 $a3-319-77961-3 327 $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 education 606 $aLanguage and education 606 $aIntercultural communication 606 $aLanguage and languages?Study and teaching 606 $aPerforming arts 606 $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000 606 $aCreativity and Arts Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O11000 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aIntercultural Communication$3https://scigraph.springernature.com/ontologies/product-market-codes/N68000 606 $aLanguage Teaching$3https://scigraph.springernature.com/ontologies/product-market-codes/O46000 606 $aPerforming Arts$3https://scigraph.springernature.com/ontologies/product-market-codes/415030 615 0$aApplied linguistics. 615 0$aArt education. 615 0$aLanguage and education. 615 0$aIntercultural communication. 615 0$aLanguage and languages?Study and teaching. 615 0$aPerforming arts. 615 14$aApplied Linguistics. 615 24$aCreativity and Arts Education. 615 24$aLanguage Education. 615 24$aIntercultural Communication. 615 24$aLanguage Teaching. 615 24$aPerforming 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