Assessing performative competence in German ELF-classrooms – The task of teachers and learners

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dc.contributor.authorBosenius, Petra
dc.contributor.editorCollins, Mandyen
dc.contributor.editorMiladinović, Draganen
dc.date.accessioned2022-03-01T13:28:51Z
dc.date.available2022-03-01T13:28:51Z
dc.date.issued2017
dc.description.abstractWhen it comes to categorizing what pupils in a German English language classroom do when they are taking over roles and enacting scenes, a variety of terms is usually applied, e.g. acting-out, role-play, scenic play, drama-based education, scenic improvisation, to name but a few. Drama in English Language Teaching (ELT) enables pupils to change perspectives and put themselves into the shoes of other personae thereby learning English in a holistic and creative manner that equally appeals to all senses. The question arises how teachers (and learners) can assess drama activities in an EFL-context. In order for assessment formats to yield conclusive insights into the achievements to be gained in performative EFL-classrooms, the former have to be based upon a sound understanding of the essential elements the construct of performative competence comprises. Therefore, firstly a definition of performative competence will be presented and practical examples of drama activities related to different school levels within the German school system will be provided. Secondly, the teacher’s tasks during drama activities in the EFL-classroom will be discussed, and thirdly, the agents and goals of assessing drama activities in ELT will be outlined before one generic assessment sheet will be introduced and analysed in detail.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBosenius, P. (2017) 'Assessing performative competence in German ELF-classrooms – The task of teachers and learners', Scenario: A Journal of Performative Teaching, Learning, Research, XI(2), pp. 51-66. https://doi.org/10.33178/scenario.11.2.4en
dc.identifier.doihttps://doi.org/10.33178/scenario.11.2.4
dc.identifier.endpage66
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage51
dc.identifier.urihttps://hdl.handle.net/10468/12664
dc.identifier.volumeXI
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-11-2-4
dc.rights© 2017, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleAssessing performative competence in German ELF-classrooms – The task of teachers and learnersen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XI Issue 02