Le tandem dans un atelier de théâtre au service d’une meilleure prononciation et d’une acceptation de soi en LVE
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Published Version
Date
2025
Authors
Pavlovskaya, Maria
Journal Title
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Publisher
Department of German, University College Cork
Published Version
Abstract
This article presents a peer tutoring initiative developed within a community theatre workshop; part of a practice-based research project supported by the DRAC of the Pays de la Loire region. The program pairs young French-speaking participants with allophone learners. The francophone tutors support their peers in learning French as a second language (FSL) through theatrical exercises. The study focuses on one specific pair working on improving the pronunciation and intelligibility of a Ukrainian-speaking student. Multimodal analysis of their interactions shows that the workshop goes beyond linguistic goals. It becomes a relational and affective space, echoing Grotowski’s (1971) vision of theatre as a “shared birth” and the “complete acceptance of one human being by another.” Anchored in the enactive paradigm (Varela, 1999), this research sees theatre not just as a tool for language acquisition, but as a “joint experience” (Aden, 2013) that embodies an “ethical know-how” (Varela, 1992). We hypothesize that the relational ecology created in such a theatrical context supports the learning of pronunciation prior to more technical corrective phonetics approaches (Nocaudie, Alazard-Guiu, Billières, 2019), ultimately enhancing the communicative abilities of young allophone learners.
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Keywords
Theatre , Pronunciation , Self-acceptance , Tandem , Relational ecology , French as a second language , Phonetics , Community theatre , Joint experience , Enaction
Citation
Pavlovskaya, M. (2025) 'Le tandem dans un atelier de théâtre au service d’une meilleure prononciation et d’une acceptation de soi en LVE', Scenario: A Journal of Performative Teaching, Learning, Research, 19(1), pp. 109-118. https://doi.org/10.33178/scenario.19.1.7