Literaturnachweis - Detailanzeige
Autor/inn/en | McGovern, Kathleen R.; Yeganeh, Vahdat |
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Titel | Drama for Dialogue of Civilizations: Performance as Storytelling in the Adult ESOL Classroom |
Quelle | In: TESOL Journal, 14 (2023) 4, (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1056-7941 |
DOI | 10.1002/tesj.745 |
Schlagwörter | Drama; Teaching Methods; Adult Education; Ethics; Disadvantaged; Immigrants; Refugees; English (Second Language); Second Language Learning; Second Language Instruction; Risk; Multilingualism; Intercultural Communication; Case Studies; Ethnography; Peace; Dialogs (Language); Personal Narratives; Student Attitudes; Cultural Awareness Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ethik; Immigrant; Immigrantin; Immigranten; Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Risiko; Mehrsprachigkeit; Multilingualismus; Interkulturelle Kommunikation; Case study; Fallstudie; Case Study; Ethnografie; Frieden; Dialog; Dialogs; Dialogue; Dialogues; Erlebniserzählung; Schülerverhalten; Cultural identity; Kulturelle Identität |
Abstract | Prior research points to many affordances of drama and storytelling for language learning, identity exploration, and intercultural dialogue (e.g., Belliveau & Kim, 2013; McGovern, 2017; Schewe, 2013) as well as ethical risks associated with engaging multilingual learners in performative pedagogies (Cañas, 2015; Piazzoli & Kir Cullen, 2021). This ethnographic case study of an adult English as a Second Language (ESL) program in which students devised and performed a play centered on how performative storytelling positioned learners and how its focus on intercultural dialogue around mutual understanding contributed to peacebuilding. Thematic analysis (Braun & Clarke, 2006; 2019) illustrated how drama created space for dialogue, positioning students as actors worthy of being heard and competent at telling their stories in ways that reflected a nuanced view of the student-actors. The authors assert that representational ethics must be considered in order for performative pedagogies to work towards peacebuilding rather than towards further marginalization of immigrant and refugee communities. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |