Sparking the Imagination: Creative Language Pedagogies as Intersemiotic Translation

Autor/inn/en	Coffey, Simon; Patel, Daksha
Titel	Sparking the Imagination: Creative Language Pedagogies as Intersemiotic Translation
Quelle	In: Language Learning Journal, 51 (2023) 5, S.564-578 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2239812
Schlagwörter	Second Language Learning; Second Language Instruction; Foreign Countries; Creative Teaching; Teaching Methods; Artists; Applied Linguistics; Cooperation; Workshops; Learning Activities; Language Usage; Semiotics; Figurative Language; Self Concept; Art Teachers; Researchers; Schemata (Cognition); Teacher Educators; Modern Languages; United Kingdom (London) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Artiste; Artist; Künstler; Künstlerin; Linguistics; Linguistik; Angewandte Linguistik; Co-operation; Kooperation; Lernwerkstatt; Schulung; Lernaktivität; Sprachgebrauch; Semiotik; Selbstkonzept; Art teacher; Kunsterzieher; Kunsterzieherin; Researcher; Forscher; Cognition; Schema; Kognition; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Gegenwartssprache
Abstract	In this paper, we use the lens of embodied language cognition and intersemiosis to argue for the importance of developing creative approaches to language work in classroom settings and we cite as an example some activities from a workshop that was developed for modern foreign languages (MFL) trainee teachers in London (https://www.youtube.com/watch?v=M9hR-LQ0xOE). The workshop resulted from a collaboration between an applied linguist (Coffey) and an artist-educator (Patel), and combined their shared understanding of language use as an emotional, embodied enterprise etched into our autobiographical identities. We suggest that working with intersemiotic approaches to language has the potential to reinvigorate language pedagogy by challenging dominant metaphors both of 'language' and of 'learning'. The paper intends both to make a practical contribution in its reporting of activities, which we hope will inspire teachers and teacher educators to develop intersemiotic approaches for their own settings, and also to contribute to the broader scholarship that calls for 'reframing teacher cognition' (e.g. Coffey [2015]. Reframing teachers' language knowledge through metaphor analysis of language portraits. "The Modern Language Journal" 99, no. 3: 500-14), even 'liberating language education' (e.g. Lytra et al. [2022]. "Liberating Language Education." Bristol: Multilingual Matters), to imagine new orientations for how we engage with languages in our lives and our classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01