Playing in the Liminal Space: Literacy Learning through Drama in the Adult Language Classroom

Autor/inn/en	Hogan, Zoe; Campbell, Victoria
Titel	Playing in the Liminal Space: Literacy Learning through Drama in the Adult Language Classroom
Quelle	In: Teachers and Curriculum, 22 (2022) 2, S.25-33 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1174-2208
Schlagwörter	Literacy Education; Adult Literacy; Drama; Creative Activities; Teaching Methods; Outcomes of Education; Second Language Learning; Second Language Instruction; Artists; Cognitive Style; Humor; Freedom; Play; Theater Arts; Program Descriptions; Foreign Countries; Workshops; English (Second Language); Australia + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Artiste; Artist; Künstler; Künstlerin; Cognitive styles; Kognitiver Stil; Humoristische Darstellung; Freiheit; Spiel; Theaterwissenschaft; Ausland; Lernwerkstatt; Schulung; English as second language; English; Second Language; Englisch als Zweitsprache; Australien
Abstract	Play is a universal human experience. Often regarded as the unique purview of children, an emerging body of research points to the importance of playfulness in adulthood. This article reports on the research and observations of two teaching artists working in Connected, a Sydney Theatre Company adult-literacy-through-drama programme. This article conceptualises the drama room as a liminal space. Through improvisational responses participants engage in a learning style that promotes playfulness, which subsequently generates a sense of pleasure and joy and, in doing so, has an intrinsic value beyond the specific language learning outcomes. In this article we build on Guitard et al.'s (2005) components of playfulness in adults: creativity, curiosity, pleasure, sense of humour and spontaneity, in order to posit our own ideas about the conditions necessary for encouraging the freedom to play in adult language learning contexts. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01