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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dc.contributor.authorPavlovskaya, Maria
dc.date.accessioned2025-10-29T12:26:26Z
dc.date.available2025-10-29T12:26:26Z
dc.date.issued2025
dc.description.abstractThis 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.en
dc.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPavlovskaya, 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.19.1.7en
dc.identifier.doi10.33178/scenario.19.1.7
dc.identifier.endpage118
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage109
dc.identifier.urihttps://hdl.handle.net/10468/18129
dc.identifier.volume19
dc.language.isofren
dc.publisherDepartment of German, University College Corken
dc.rights© 2025, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectTheatreen
dc.subjectPronunciationen
dc.subjectSelf-acceptanceen
dc.subjectTandemen
dc.subjectRelational ecologyen
dc.subjectFrench as a second languageen
dc.subjectPhoneticsen
dc.subjectCommunity theatreen
dc.subjectJoint experienceen
dc.subjectEnactionen
dc.titleLe tandem dans un atelier de théâtre au service d’une meilleure prononciation et d’une acceptation de soi en LVEen
dc.typeArticle (non peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 19 Issue 1