Drama and critical intercultural language pedagogy

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dc.contributor.authorNilson, Jenna
dc.contributor.editorDalziel, Fionaen
dc.contributor.editorPiazzoli, Erikaen
dc.contributor.editorScally, Garretten
dc.date.accessioned2022-02-10T09:22:37Z
dc.date.available2022-02-10T09:22:37Z
dc.date.issued2021
dc.description.abstractThis article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. This project focused on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language (EAL) class through engaging aspects of a Youth Participatory Action Research methodology (YPAR) and through taking a Mantle of the Expert approach in a process drama. The article uses Tania Cañas’s Manifesto “10 things you need to consider if you are an artist not of the refugee and asylum seeker community- looking to work with our community” to situate how this project sought to examine ethical process when working with language minoritized youth in the context of English language learning in the United States. Cañas (2015) argues that artists need to examine how their project methodologies promote equitable exchange, as well as how their participation frameworks situate power. In relation to the above points in Cañas’s Manifesto, the article discusses findings from the research project, and examines how effectively the project considered equitable exchange and power dynamics within the context of language learning. Findings relate how drama practitioners and language teachers must critically reflect on and focus their students’ choice and decision-making throughout the process, as well as seek to meaningfully incorporate students’ linguistic capacities in both English and their first languages.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationNilson, J. (2021) 'Drama and critical intercultural language pedagogy', Scenario: A Journal for Performative Teaching, Learning, Research, 15(2), pp. 47-62. https://doi.org/10.33178/scenario.15.2.3en
dc.identifier.doihttps://doi.org/10.33178/scenario.15.2.3
dc.identifier.endpage62
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage47
dc.identifier.urihttps://hdl.handle.net/10468/12546
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-15-2-3
dc.rights© 2021, 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.subjectProcess dramaen
dc.subjectEnglish language learningen
dc.subjectEthicsen
dc.subjectYout participatory action researchen
dc.subjectCritical intercultural language pedagogyen
dc.titleDrama and critical intercultural language pedagogyen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 2