‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy
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Published Version
Date
2019
Authors
Piazzoli, Erika
Kubiak, John
Journal Title
Journal ISSN
Volume Title
Publisher
Department of German, University College Cork
Published Version
Abstract
Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules – Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on the connection between embodiment, language and learning in a performative key.
Description
Keywords
Drama , Performative , Performative teaching , Intellectual disabilities , Second language acquisition , Embodiment
Citation
Piazzoli, E. and Kubiak, J. (2019) '‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy', Scenario: A Journal for Performative Teaching, Learning, Research, XIII(1), pp. 21-41. https://doi.org/10.33178/scenario.13.1.2