- ItemCreative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants(Department of German, University College Cork, 2016) Smith, Anne; Schewe, Manfred; Even, SusanneThis article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the development of Creative English, this article purports the benefits of an approach that combines playful emotional engagement with pragmatic subject matter. Creative English is based on improvisation. It reduces inhibitions and creates a state highly conducive to learning and taking the risk to communicate in a second language. It also offers the opportunity to rehearse language in everyday life situations. When learners’ perceived needs are met, Maslow’s hierarchy of needs can then be inverted, as creativity allows opportunity to address needs in terms of self-esteem and belonging.
- ItemOf empathy, imagination and good gloves(Department of German, University College Cork, 2016) Schildmeier, Marvin; Schewe, Manfred; Even, SusanneFrom the moment I first stepped in the door to our seminar room I was aware that I was a foreigner here. That was not just due to the fact that I had set out from my familiar Hannover on an Erasmus semester at University College Cork, but rather particularly due to the fact that in choosing the course Drama and Theatre of the 20th and 21st Century, I set foot in hitherto untested territory. As far as theatre and the performing arts were concerned, I was, in fact, a blank page. My stage experience was limited to playing Joseph in the Christmas nativity play, the canon of plays which I had read to those which were a part of the core curriculum in secondary school. I was a foreigner. The mental image of going up on stage made me feel uneasy and at moments when eyes were focused on me, I had the feeling that I could no longer properly control my body language. However, as you must sometimes set yourself new challenges, and as I thought that there could be no better point in time for such a peek outside the box than a semester abroad, in which ...
- Item„Oser dépasser les frontières“ – Fronten aufbrechen im DaF-Unterricht durch kooperative Arbeit zwischen mehrsprachigen SchülerInnen und Studierenden im Oberelsass(Department of German, University College Cork, 2016) Kulovics, Nina; Vennemann, Aline; Schewe, Manfred; Even, SusanneDieser Bericht stellt ein mehrsprachiges Kunstprojekt im DaF-Unterricht zwischen SchülerInnen des Gymnasiums Jean-Henri Lambert und Studierenden der Universität Haute-Alsace in Mulhouse vor. Von Januar bis Mai 2015 wurde im Rahmen der Kooperation zwischen Sekundar- und Hochschule mit deutsch- und französischsprachigen Schriften aus dem Ersten Weltkrieg gearbeitet. Die zum Teil unveröffentlichten Texte stammen von Soldaten an der Westfront sowie von Zivilisten, die in der jeweiligen Muttersprache (Elsässisch; Deutsch; Französisch) von ihren Kriegserlebnissen in vielfältiger Weise berichten. Inwiefern eignen sich solche Zeitdokumente als Medien für einen nicht frontalen Fremdsprachenunterricht? Können sich Überlegungen zum Erlernen einer Fremdsprache und zur Landesgeschichte gegenseitig befruchten? Der performative Ansatz beim Einsatz historischen Materials im DaF-Unterricht stand im Mittelpunkt der Projektarbeit, die nicht nur geografische, also sichtbare Grenzen aufbrechen sollte, sondern auch mentale und soziale, d.h. verinnerlichte, unsichtbare Fronten lösen. Die vorliegende Untersuchung berücksichtigt nicht nur die Rahmenbedingungen des groß angelegten Projektunterrichts, sondern auch ursprüngliche Zielvorstellungen und konkrete Ergebnisse.
- ItemProcess drama in the Japanese university classroom: Phase Three, The Homelessness Project(Department of German, University College Cork, 2016) Donnery, Eucharia; Schewe, Manfred; Even, SusanneThe purpose of this paper is to describe the third phase of a process drama project, which focused thematically on the social issue of homelessness. Two classes of the elective English Communication course took part in this project twice weekly for ten weeks, in which the students examined homelessness from the perspectives of Japanese-Americans incarcerated in internment camps during World War II. The goal of the project was for students to develop an understanding of homelessness, while simultaneously losing awareness of English as a dreaded examination subject, and using the target language as a viable communicative tool instead. The techniques used in this project were manifold: tableau, family role-play, class role-play, writing-in-role, reaction-writing, research online in both Japanese and English to examine the nature of propaganda, online class discussions, as well as a guest lecturer session with a refugee speaker1. The trajectory of this discussion moves along a traditional Japanese Noh theater three-part narrative arc, called Jo-Ha-Kyu , “Enticement・Crux・Consolidation”.