| Description |
1 online resource (172 pages) |
| Contents |
Cover; Contents; Foreword (Leni Dam); Drama and CLIL -- and Language Learner Autonomy: A personal experience ; Defining language learner autonomy ; Developing language learner autonomy; Points of contact between Autonomous Language Learning (ALL) and Drama and CLIL; An example of autonomous language learning at beginners' level ; An example of 'Make a play': a personal experience ; Comments on the product; Evaluation -- the pivot of learner autonomy; Concluding remarks; References; Introduction (Susana Nicolas); Drama and CLIL: The power of connection (Susan Hillyard); Introduction |
|
As English moves from foreign language to basic skillThe question of motivation as a crucial factor in the classroom; Motivation through connection; A definition of Drama; How Drama is used in the classroom; A definition of CLIL; How CLIL is used in the classroom; Conventions: The five dimensions of Drama; Conventions: The five dimensions of CLIL; Connecting Drama and CLIL; A comparison of thinking within the discipline of Drama and in CLIL; Educational Drama and thinking skills; Drama conventions suitable for CLIL classrooms; Some useful process Drama conventions (a selection) |
|
Conclusions: the "new" paradigms of Drama and of CLILReferences; Playback Theatre: Embodying the CLIL methodology (Tomás Motos Teruel / Donna Lee Fields); Introduction; What is Playback Theatre?; Components and the process of Playback Theatre; A) The story ; B) The ritual; The Context; Fields in which PT is practiced ; In education ; In social change ; In companies ; In psychotherapy, hospitals and mental health services; The harmony of Playback Theatre and CLIL methodology ; Linguistic elements of PT and CLIL methodology; Models of PT in the CLIL classroom; Social Sciences: ; Maths |
|
ConclusionReferences; Theatre Acting in Second Language Teacher Education (Kemal Sinan Özmen / Cem Balçıkanlı); Introduction ; Teaching as a performing art; Acting methods in teacher education; Practical acting tasks for training courses; Task 1: Masks Off; Task 2: Light in the Blindness; Task 3: A Slow Motion Life; Task 4: Silence of Mirrors; Task 5: Work Your Fingers; Task 6: Happening; Task 7: Walking in the Dwarf Village; Task 8: Home Sweet Home ; Task 9: Say What You Mean; Task 10: Talk to Your Other Self; Rehearsal 1: A writing task for teacher identity |
|
Rehearsal 2: Observing Personal and Professional SelvesRehearsal 3: Identifying Personal Sources and Motivations; Rehearsal 4: Identifying the Teacher Role ; Rehearsal 5: Rehearsing the Teacher Identity ; A Sample of Integrated Drama Lesson Plan ; DRAMA ACTIVITY: After the murder of Mr. Whiskas Catmund; Story ; Procedure; Language & Skills involved; MATERIALS (Role cards, Flash cards, some probes); 1. National Anthem; 2. Oath in the Court; 3. Top-secret letters; 3.1 Letters for Jurors; 3.2; 3.3 ; 3.3; Conclusions; References |
| Summary |
Content and Language Integrated Learning (CLIL) has transformed the educational scene and brought about a revolution of teaching methods and principles in the bilingual education environment. The major challenge in the implementation of a teacher education curriculum in CLIL is the integration of different teaching approaches to promote content and language mastery. What is certain is that there is no fixed model for CLIL and that for resources to be effective they have to be contextualized and motivating for both teachers and students. The four Cs (Content, Cognition, Communication and Culture) proposed by Coyle (1999) as framework for CLIL implementations find in drama a powerful meeting point to develop communicative skills and beyond. CLIL opens new possibilities for the implementation of drama in its multiple varieties: role-play, simulations, drama activities, educational drama and so on. This book proposes articles on the possibilities of drama as a challenging learning experience from primary to higher education |
| Notes |
Developing creativity through the Mantle of the Expert technique: A personal experience (Patricia Martín Ortiz) |
|
Print version record |
| Subject |
Language and languages -- Study and teaching (Secondary)
|
|
Language arts -- Correlation with content subjects.
|
|
Drama -- Study and teaching (Secondary)
|
|
FOREIGN LANGUAGE STUDY -- Multi-Language Phrasebooks.
|
|
LANGUAGE ARTS & DISCIPLINES -- Alphabets & Writing Systems.
|
|
LANGUAGE ARTS & DISCIPLINES -- Grammar & Punctuation.
|
|
LANGUAGE ARTS & DISCIPLINES -- Linguistics -- General.
|
|
LANGUAGE ARTS & DISCIPLINES -- Readers.
|
|
LANGUAGE ARTS & DISCIPLINES -- Spelling.
|
|
Drama -- Study and teaching (Secondary)
|
|
Language and languages -- Study and teaching (Secondary)
|
|
Language arts -- Correlation with content subjects
|
| Form |
Electronic book
|
| Author |
Torres Núñez, Juan José.
|
| ISBN |
9783035108323 |
|
3035108323 |
|
