Intercultural Recognitions Through Performative Inquiry.

Author: McGivern, Lynne / Fels, Lynn
Published: Westport, 2002
Source: Gerd Bräuer (Ed.): Body and Language. Intercultural Learning Through Drama.
Publisher: Ablex Publishing
ISB-Number: 1-56750-671-2

Abstract

Fels and McGivern claim that successful foreign- or second-language learning requires an embodied understanding on the part of the learner of the context, country, history, cultural, social and political environments. In their opinion, drama can help to situate language learning within a context and environment. Drama transforms the four walls of a classroom into a variety of situations, environments and relationships that require students to take on roles and context-specific language. The objective of these drama activities in the classroom is to give students the opportunity to "rehearse" linguistic exchanges that they may encounter in everyday life.

McGivern, Lynne

Lynne McGivern works in the Department of Language and Literacy Education at the University of British Columbia. Research interests include language policy, identity in second-language learning, and critical language testing. McGivern's extensive experience in theatre coupled with her teaching of English as a second language has resulted in a strong commitment to the potential of the arts in second-language learning.

Fels, Lynn

Lynn Fels is the Co-ordinating Editor of Educational Insights in the Centre for the Study of Curriculum and Instruction at the University of British Columbia in Vancouver, Canada. Her research interests are in performative inquiry, writing, teacher education, and curriculum design. Specifically, she is interested in exploring issues of empowerment, and the explorative spaces that emerge through performance.