"A Town of Many": Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion

Autor/inn/en	Kalogirou, Konstantina; Fernée, Christianne L.; Stamenkovic, Dewi; Trimmis, Konstantinos P.
Titel	"A Town of Many": Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion
Quelle	In: Global Education Review, 7 (2020) 4, S.9-28 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Drama; Second Language Learning; Teacher Student Relationship; Heritage Education; Cultural Education; Case Studies; Urban Areas; History; Foreign Countries; Refugees; Language Proficiency; Second Language Instruction; Language Teachers; Teaching Methods; Lesson Plans; Multicultural Education; Outcomes of Education; High School Students; English (Second Language); Language Tests; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schauspiel; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Case study; Fallstudie; Case Study; Urban area; Stadtregion; Geschichte; Geschichtsdarstellung; Ausland; Flüchtling; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Multikulturelle Erziehung; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest
Abstract	If the global and multicultural social environments in which we find ourselves nowadays define who we are, then "we," as social beings, are embedded in various relevant social communities in which we are acting, interacting, affecting, and being affected through our communications. In our case, teachers and learners change and coproduce cultural assets through their daily practices, while they explore, interact, and embrace the already existing local Cultural Heritage of their new settings. This paper moves beyond text-oriented approaches and towards cutting-edge trends in education and second language learning. A new global application is presented which utilizes the recording of urban heritage landscapes as mediums for second language acquisition and social inclusion. The methodology is based on the case study of a coproduced (between teachers and learners) Historical Area Assessment in a diverse area of Cardiff city. It shows the benefits brought to the refugee and asylum seeker learners regarding their second language competence levels and the social inclusion they achieved in their local community. Through this innovative application, which combines heritage recording with drama in education, learners take the lead in the recording of the urban heritage landscapes, and the teachers focus on the creative and experiential aspect of the learning process through drama. The ultimate aims are to present a new heritage and drama-based way for second language acquisition and social inclusion in the multicultural classroom. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01