L2 teaching and learning in Waldorf schools – why performative?

dc.contributor.authorRawson, Martyn
dc.contributor.editorLutzker, Peteren
dc.contributor.editorRawson, Martynen
dc.date.accessioned2022-08-08T14:07:38Z
dc.date.available2022-08-08T14:07:38Z
dc.date.issued2022
dc.description.abstractThis paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationRawson, M. (2022) 'L2 teaching and learning in Waldorf schools – why performative?', Scenario: A Journal for Performative Teaching, Learning, Research, 16(1), pp. 1-21. https://doi.org/10.33178/scenario.16.1.1en
dc.identifier.doihttps://doi.org/10.33178/scenario.16.1.1
dc.identifier.endpage21
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/10468/13472
dc.identifier.volume16
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-16-1-1
dc.rights© 2022, 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.subjectSteiner/Waldorfen
dc.subjectL2 teaching and learningen
dc.subjectTheory of practiceen
dc.titleL2 teaching and learning in Waldorf schools – why performative?en
dc.typeArticle (peer-reviewed)en
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