Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 1

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https://hdl.handle.net/10468/11670

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    Foreword - Vorwort
    (Department of German, University College Cork, 2021) Even, Susanne; Miladinović, Dragan; Piazzoli, Erika; Schewe, Manfred; Woodhouse, Fionn
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    Perfect disguises: Building an evidence base for improvisational drama techniques
    (Department of German, University College Cork, 2021) Goodnight, Kristina; de Graaff, Rick; van Beuningen, Catherine
    Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.
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    Process drama in the classroom: A case study of developing participation for advanced EAL learners in an international school
    (Department of German, University College Cork, 2021) McDonnell, Dearbhla; O'Boyle, Aisling
    This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.
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    Rezension: Hensel, A. (2020). Fremdsprachenunterricht als Ereignis. Zur Fundierung einer performativ-ästhetischen Praxis. Schibri-Verlag.
    (Department of German, University College Cork, 2021) Garcia Brea, Leticia; Giebert, Stefanie
    Die in Buchrezensionen vertretenen Ansichten und Meinungen sind die der jeweiligen Rezensent:innen und reflektieren nicht notwendigerweise die Position von SCENARIO.
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    (No) drama with grammar: A case study of a performative approach to teaching English conditional clauses to young adolescent learners
    (Department of German, University College Cork, 2021) Hietz, Kristina
    This Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics.