Drama for Dialogue of Civilizations: Performance as Storytelling in the Adult ESOL Classroom

Autor/inn/en	McGovern, Kathleen R.; Yeganeh, Vahdat
Titel	Drama for Dialogue of Civilizations: Performance as Storytelling in the Adult ESOL Classroom
Quelle	In: TESOL Journal, 14 (2023) 4, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.745
Schlagwörter	Drama; Teaching Methods; Adult Education; Ethics; Disadvantaged; Immigrants; Refugees; English (Second Language); Second Language Learning; Second Language Instruction; Risk; Multilingualism; Intercultural Communication; Case Studies; Ethnography; Peace; Dialogs (Language); Personal Narratives; Student Attitudes; Cultural Awareness + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ethik; Immigrant; Immigrantin; Immigranten; Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Risiko; Mehrsprachigkeit; Multilingualismus; Interkulturelle Kommunikation; Case study; Fallstudie; Case Study; Ethnografie; Frieden; Dialog; Dialogs; Dialogue; Dialogues; Erlebniserzählung; Schülerverhalten; Cultural identity; Kulturelle Identität
Abstract	Prior research points to many affordances of drama and storytelling for language learning, identity exploration, and intercultural dialogue (e.g., Belliveau & Kim, 2013; McGovern, 2017; Schewe, 2013) as well as ethical risks associated with engaging multilingual learners in performative pedagogies (Cañas, 2015; Piazzoli & Kir Cullen, 2021). This ethnographic case study of an adult English as a Second Language (ESL) program in which students devised and performed a play centered on how performative storytelling positioned learners and how its focus on intercultural dialogue around mutual understanding contributed to peacebuilding. Thematic analysis (Braun & Clarke, 2006; 2019) illustrated how drama created space for dialogue, positioning students as actors worthy of being heard and competent at telling their stories in ways that reflected a nuanced view of the student-actors. The authors assert that representational ethics must be considered in order for performative pedagogies to work towards peacebuilding rather than towards further marginalization of immigrant and refugee communities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01