Body and Language: Intercultural Learning Through Drama by Gerd Bräuer

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By Gerd Bräuer

What are the concepts, tools, ideas, and curricular buildings that interact language inexperienced persons in carrying on with discussion among one's personal tradition and the single but to be found? What includes the language we converse for you to comprehend and be understood? Which physique is it we speak via and to? This quantity solutions those and different questions of the pedagogy of drama-based educating around the foreign/second language curriculum and on all degrees of the tutorial pyramid. There are significant matters presently mentioned in drama-based international and moment language method. the 1st is goal-oriented, asking even if the purchase of accuracy or fluency is extra very important, and no matter if a managed (learning via imitation) or an open (through improvisation) studying surroundings is extra effective. the second one factor issues utilizing drama in language educating: both its use is process-oriented, the place drama turns into a right away medium for language studying, or product-oriented, the place it turns into basically the cause of language studying. The booklet outlines the theoretical frameworks of either concerns and introduces own narrative, comparative remark, and analytical mirrored image, illuminating possibilities for studying at either ends of the doubtless contradictory poles of either matters.

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New York: Norton. Ralph, E. G. (1997). The power of using drama in the teaching of second languages: Some recollections. McGill Journal of Education , 32 (3), 273–288. Rose, Dale. (1999). The impact of Whirlwind’s Basic Reading Through Dance program on first grade students’ basic reading skills: Study II . San Francisco: 3-D Group. Spoerl, Peter M. (2000). Spelunkenpädagogik: A personal account of dramatic performance in the foreign language classroom. Correspondence , 35/36, 5–10. Vygotsky, Lev S.

4. For elaboration, analysis, and citations of these studies, see Chapter 3, “Oral Language” in Wagner, Educational Drama, pp. 34–56. 5. For elaboration, analysis, and citations of these studies, see Chapter 9, “Story Recall, Reader Response, and Comprehension,” in Wagner, Educational Drama, pp. 173–198. 6. Ibid. , pp. 187–198. 7. For elaboration, analysis, and citations of these studies, see Chapter 7, “Writing,” in Wagner, Educational Drama, pp. 123–132. 8. For elaboration, analysis, and citations of these studies, see Chapter 4, “Language Power Through Working in Role” by David Booth, pp.

1997). The power of using drama in the teaching of second languages: Some recollections. McGill Journal of Education , 32 (3), 273–288. Rose, Dale. (1999). The impact of Whirlwind’s Basic Reading Through Dance program on first grade students’ basic reading skills: Study II . San Francisco: 3-D Group. Spoerl, Peter M. (2000). Spelunkenpädagogik: A personal account of dramatic performance in the foreign language classroom. Correspondence , 35/36, 5–10. Vygotsky, Lev S. (1966). Play and its role in the mental development of the child.

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