And who says it doesn’t make sense? Drama in third-level language classrooms

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dc.contributor.authorWeiss, Anna
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-04-11T13:33:24Z
dc.date.available2022-04-11T13:33:24Z
dc.date.issued2007
dc.description.abstractThis article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationWeiss, A. (2007) 'And who says it doesn’t make sense? Drama in third-level language classrooms', Scenario: A Journal of Performative Teaching, Learning, Research, I(1), pp. 25-51. https://doi.org/10.33178/scenario.1.1.2en
dc.identifier.doihttps://doi.org/10.33178/scenario.1.1.2
dc.identifier.endpage51
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage25
dc.identifier.urihttps://hdl.handle.net/10468/13073
dc.identifier.volumeI
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-1-1-2
dc.rights© 2007, 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.titleAnd who says it doesn’t make sense? Drama in third-level language classroomsen
dc.typeArticle (peer-reviewed)en
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