Voice Activated: A Transformative Approach to Language Learning

Autor/inn/en	Macdonald, Sheila; Watson, Jodi
Titel	Voice Activated: A Transformative Approach to Language Learning
Quelle	In: Language and Intercultural Communication, 22 (2022) 2, S.191-203 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2030348
Schlagwörter	Transformative Learning; Second Language Learning; Second Language Instruction; English (Second Language); Interdisciplinary Approach; Language Teachers; Artists; Cooperation; College Faculty; Art Education; Immigrants; Multilingualism; Social Integration; Foreign Countries; Adult Education; Females; Womens Education; Program Development; Sense of Community; United Kingdom + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Language teacher; Sprachunterricht; Artiste; Artist; Künstler; Künstlerin; Co-operation; Kooperation; Fakultät; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Soziale Integration; Ausland; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Programmplanung; Großbritannien
Abstract	This article explores a cross-disciplinary collaboration within English for Speakers of Other Languages (ESOL) provision for adults born outside the United Kingdom (UK). By foregrounding collaborative practice between a language practitioner and an artist, we offer a practical experience of working beyond and besides language which offers both an example and a challenge to academics seeking to analyse arts-informed educational practice. We propose that attention to voice in ESOL can make a significant contribution to achieving the complementary aims of confidence in the target language and developing multilingual, multi-directional community integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01