Speaker
KEYWORDS
Performance-based learning
Sociolinguistic gap-bridging
Teacher and student empowerment
ABSTRACT
Standing at the intersection between academic research, theatrical practice, and language teaching, the present contribution examines the context of a performance-based language course aimed at B1-level students, investigating the sociolinguistic dynamics in play and their development over the span of a two-week timeframe.
By confronting the criticalities of language learning in contexts featuring substantial sociocultural gaps between teachers and students, the goal of the presentation is to address the following key factors:
. How did the school structure provide a constructive framework for the teaching staff to be autonomous, effective and adaptable?
. How were the teachers able to make use of the agency granted by the hosting institution to hone and apply their strategies in an environment of responsible decision-making?
. How were the students capable of making and enacting informed learning choices leading to long-lasting additions to their experiential, linguistic, and cultural repertoires?
The talk therefore focuses on illustrating which devices of empowerment led to fostering the agency and autonomy needed in order to achieve a fruitful and practical application of learning through embodied performance, transversally affecting the course with cascading benefits for all parties involved.
| TITLE | Performance and empowerment in language learning: A practical study |
|---|---|
| RELEVANT SIG | Performance in Education |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
