بدن و زبان: یادگیری بین‌فرهنگی از طریق درام (پیشرفت‌ها در آموزش زبان‌های خارجی و دوم)

What are the techniques, methods, strategies, and curricular structures that engage language learners in continuing dialogue between one's own culture and the one yet to be discovered? What comprises the language we speak in order to understand and be understood? Which body is it we communicate through and to? This volume answers these and other questions of the pedagogy of drama-based teaching across the foreign/second language curriculum and on all levels of the educational pyramid. There are two major issues currently discussed in drama-based foreign and second language methodology. The first is goal-oriented, asking whether the acquisition of accuracy or fluency is more important, and whether a controlled (learning through imitation) or an open (through improvisation) learning environment is more efficient. The second issue concerns using drama in language teaching: either its use is process-oriented, where drama becomes an immediate medium for language learning, or product-oriented, where it becomes primarily the reason for language learning. The book outlines the theoretical frameworks of both issues and introduces personal narrative, comparative observation, and analytical reflection, illuminating opportunities for learning at both ends of the seemingly contradictory poles of both issues. Highlights the bridging character of drama-based foreign and second language teaching for intercultural learning. Drama here is not limited to theater-related work, but means the interplay between body and language in general, to include, for example, sports, dancing, singing, and storytelling. The major techniques and curricular structures of educational drama and its application in the foreign and second language classroom are introduced.What are the techniques, methods, strategies, and curricular structures that engage language learners in continuing dialogue between one's own culture and the one yet to be discovered? What comprises the language we speak in order to understand and be understood? Which body is it we communicate through and to? This volume answers these and other questions of the pedagogy of drama-based teaching across the foreign/second language curriculum and on all levels of the educational pyramid.There are two major issues currently discussed in drama-based foreign and second language methodology. The first is goal-oriented, asking whether the acquisition of accuracy or fluency is more important, and whether a controlled (learning through imitation) or an open (through improvisation) learning environment is more efficient. The second issue concerns using drama in language teaching: either its use is process-oriented, where drama becomes an immediate medium for language learning, or product-oriented, where it becomes primarily the reason for language learning. The book outlines the theoretical frameworks of both issues and introduces personal narrative, comparative observation, and analytical reflection, illuminating opportunities for learning at both ends of the seemingly contradictory poles of both issues. Cover......Page 1 Title......Page 4 ISBN......Page 5 Contents......Page 6 Series Foreword......Page 8 Introduction......Page 10 I Goals and Potential......Page 18 1 Understanding Drama-Based Education......Page 20 2 Intercultural Recognitions Through Performative Inquiry......Page 36 3 Transcultural Performance in Classroom Learning......Page 54 4 Process Drama in Second-and Foreign-Language Classrooms......Page 68 II Approaches, Methods, Techniques......Page 88 5 Teaching Foreign Language Literature: Tapping the Students’ Bodily-Kinesthetic Intelligence......Page 90 6 Coping with Obstacles in Drama-Based ESL Teaching: A Nonverbal Approach......Page 112 7 Video Recording and Playback Equipment......Page 130 8 Designing Artful Reflective Strategies: The Guided Case Study......Page 142 9 Undergoing a Process and Achieving a Product: A Contradiction in Educational Drama?......Page 152 10 The Educational Potential of Drama for ESL......Page 178 III Practical Applications: Courses and the Curriculum......Page 198 11 The Arts and the Foreign-/Second-Language Curriculum: An Interdisciplinary Approach to Actively Engage Students in Their Own Learning......Page 200 12 Performing Brecht: From Theory to Practice......Page 224 Instead of an Afterword......Page 250 Index......Page 258 About the Contributors......Page 267 Understanding Drama-based Education / Betty Jane Wagner -- Intercultural Recognitions Through Performative Inquiry / Lynn Fels And Lynne Mcgivern -- Transcultural Performance In Classroom Learning / Ann Axtmann -- Process Drama In Second- And Foreign Language Classrooms / Jun Liu -- Teaching Foreign Language Literature / Manfred Lukas Schewe -- Coping With Obstacles In Drama-based Esl Teaching / Cameron R. Culham -- Video Recording And Playback Equipment / Timothy Collins -- Designing Artful Reflective Strategies / Philip Taylor -- Undergoing A Process And Achieving A Product: A Contradiction In Educational Drama? / Douglas J. Moody -- The Educational Potential Of Drama For Esl / Sarah L. Dodson -- The Arts And The Foreign-/second-language Curriculum: An Interdisciplinary Approach To Actively Engage Students In Their Own Learning / Janet Hegman Shier -- Performing Brecht: From Theory To Practice / Franziska B. Lys ... [et Al.] -- Magic On Stage / Karla Schultz And Penelope Heinigk. Edited By Gerd Bräuer. Includes Bibliographical References And Index. Those of us who have chosen a career working with language have inevitably chosen to work with the bodies as well as the minds of our students.