Sharing gems: Report on the Performative Approaches to Language and Intercultural Learning (PAInt) Summer School and Drama in Education (DiE) days 2024
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Published Version - English
Published Version - Italian
Date
2024-12-31
Authors
Bido, Giordana F.
Salmaso, Nicolò
Journal Title
Journal ISSN
Volume Title
Publisher
Department of German, University College Cork
Published Version
Abstract
In this contribution, we report and reflect on the 2024 edition of the PAInt summer school and DiE days providing readers with some insights into our experience as participants. The event took place in Padua, Italy, and focused on inclusive practices in performative approaches to language and (inter)cultural learning, bringing together educators, researchers, and students to explore how drama fosters language competence, inclusion, and celebrates diversity.
In questo contributo, riassumiamo e offriamo alcuni spunti sulla nostra esperienza come partecipanti all’edizione 2024 della summer school PAInt e i DiE Days. L’evento si è svolto a Padova e si è concentrato sulle pratiche inclusive e performative nell’ambito dell’apprendimento interculturale e di L2, accogliendo educatori, ricercatori e studenti per esplorare come il teatro possa promuovere l’acquisizione linguistica e celebrare la diversità .
In questo contributo, riassumiamo e offriamo alcuni spunti sulla nostra esperienza come partecipanti all’edizione 2024 della summer school PAInt e i DiE Days. L’evento si è svolto a Padova e si è concentrato sulle pratiche inclusive e performative nell’ambito dell’apprendimento interculturale e di L2, accogliendo educatori, ricercatori e studenti per esplorare come il teatro possa promuovere l’acquisizione linguistica e celebrare la diversità .
Description
Keywords
Inclusive practices , Performative approaches to language , (Inter)cultural learning
Citation
Bido, G. F. and Salmaso, N. (2024) 'Sharing gems: Report on the Performative Approaches to Language and Intercultural Learning (PAInt) Summer School and Drama in Education (DiE) days 2024', Scenario: A Journal for Performative Teaching, Learning, Research, 18(2), pp. 108-122. https://doi.org/10.33178/scenario.18.2.8