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From creative adaption to critical framing: Dramatic transformations across the foreign language classroom
|Title:||From creative adaption to critical framing: Dramatic transformations across the foreign language classroom|
|Date Issued:||01 Jan 2015|
|Publisher:||Heinle Cengage Learning|
|Citation:||Parkes, L. (2015). From creative adaption to critical framing: Dramatic transformations across the foreign language classroom. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 57-76. http://hdl.handle.net/102015/69746|
|Abstract:||This chapter considers the cognitive and affective benefits, as well as the practical|
considerations, of integrating dramatic arts in the foreign language curriculum.
How can arts integration motivate student learning, and how can we motivate
graduate student instructors, in turn, to become more creative language instructors?
To what extent can arts integration strengthen curricular goals and connect
language to higher-level thinking skills? Drawing on documented pedagogical
as well as on research on genre-based approaches to curricular design,
this chapter demonstrates how a single dramatic text can be used and reused,
and adapted at different levels of the curriculum, through intertextuality,
linguistic creativity, and performance. It is at this intersection that graduate students
can be guided better in the task of connecting foreign-language instruction
to their background in literary and cultural studies. This challenge is particularly
pertinent for the professionalization of graduate students who, we hope, will
enter the profession in a post-two-tiered system that regards the acquisition of
language, content, and analytical skills as a seamless whole.
|Appears in Collections:||
2015 INTEGRATING THE ARTS: CREATIVE THINKING ABOUT FOREIGN LANGUAGE CURRICULA AND LANGUAGE PROGRAM DIRECTION|
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