Drama-based foreign Language learning

Beschreibung

The purpose of this case study is to explore and describe the implications of drama-based foreign Language learning for the learner's ideas of self and to establish to what Extent drama-based foreign Language learning may foster existential competence. Rather than aiming at general truths with regard to the individuals' sense of self or the acquisition of existential competence, the objective of this study consists in the description of a specific moment in the learning of English as a foreign Language and the potential of role-taking in another Language.
What does another Language do to the individual who learns and uses it? How is the individual’s idea of self affected by the other Language? This case study deals with these two overarching questions within the context of learning English as a foreign Language through drama at a German upper-secondary school in South Tyrol. It investigates how the students see themselves in their roles, how they perceive themselves as users of the foreign Language, and how they experience themselves in-role in another Language. The results show how powerful drama-based activities can be and what educational impact they have.

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Helga Tschurtschenthaler

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Foreign Language learning self and other Fremdsprachendidaktik Fremdsprachenunterricht Englischunterricht Mehrsprachigkeit drama Theaterpädagogik Schulpädagogik Sprachdidaktik

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