Process Drama as a Tool for Teaching Modern Languages: Supporting the Development of Creativity and Innovation in Early Professional Practice

Autor/inn/en	Hulse, Bethan; Owens, Allan
Titel	Process Drama as a Tool for Teaching Modern Languages: Supporting the Development of Creativity and Innovation in Early Professional Practice
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1281928
Schlagwörter	Modern Languages; Second Language Learning; Second Language Instruction; College Second Language Programs; Student Teachers; Foreign Countries; Drama; Language Teachers; Teaching Methods; Creativity; Imagination; Instructional Innovation; Teacher Education Programs; Student Teacher Attitudes; Time Management; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Schauspiel; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Educational Innovation; Bildungsinnovation; Zeitmanagement
Abstract	This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages to experiment with the use of unscripted 'process drama' in their classroom practice. The idea that process drama could become part of the language teacher's repertoire has been in circulation for some time [Kao, S. M., and C. O'Neill. 1998. "Words into Worlds: Learning a Second Language Through Process Drama." Edited by G. Bräuer. Stamford: Ablex]; yet there is little evidence to suggest that it has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences with their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the 'crucible of classroom experience' (Stronach et al. 2002, 124). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01