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Translanguaging: An Enactive-Performative Approach to Language Education
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In: Translanguaging as transformation: The collaborative construction of new linguistic realities. ; https://hal.archives-ouvertes.fr/hal-03224791 ; Emilee Moore, Jessica Bradley, James Simpson. Translanguaging as transformation: The collaborative construction of new linguistic realities., Multilingual Matters, pp.102-117, 2020 (2020)
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Translanguaging: An Enactive-Performative Approach to Language Education
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In: Emilee Moore, Jessica Bradley, James Simpson (eds.):Translanguaging as transformation: The collaborative construction of new linguistic realities. Clevedon, Multilingual Matters. ; https://hal.archives-ouvertes.fr/hal-01956723 ; Emilee Moore, Jessica Bradley, James Simpson (eds.):Translanguaging as transformation: The collaborative construction of new linguistic realities. Clevedon, Multilingual Matters., 2020 (2020)
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Translanguaging and Empathy: effects of performative approach to language learning
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In: The Arts in Language Teaching. International Perspectives: Performative – Aesthetic – Transversal ; https://hal.archives-ouvertes.fr/hal-01942544 ; Micha Fleiner & Olivier Mentz. The Arts in Language Teaching. International Perspectives: Performative – Aesthetic – Transversal, 8, LIT Verlag, pp.231-260, 2018, Europa lernen. Perspektiven für eine Didaktik europäischer Kulturstudien (2018)
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Theatermethoden im Fremdsprachenunterricht. Ein Praxis- und Forschungsbericht aus einer Grundschuleeines Pariser Vororts
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In: Schultheater ; https://hal.archives-ouvertes.fr/hal-01956782 ; Schultheater, Seelze: Friedrich Verlag, 2018, pp.28-33 (2018)
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Partager les langues et les cultures en Cycle 3
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-01817205 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2017, « De l’école au collège, quelles continuités dans l’enseignement-apprentissage des langues ? Enjeux, faisabilité, perspectives », 2/2017, pp.34-43 (2017)
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Bewegte Phonetik – Leiblichkeit der (Fremd)sprachen. Plurilinguale Sprechakte mittels der theatralen ästhetischen Erfahrung trainieren.
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In: Phonetische und rhetorische Aspekte der interkulturellen Kommunikation ; https://hal.archives-ouvertes.fr/hal-01949429 ; Anders, L. Ch.; Bose, I.; Hirschfeld, U.; Krech, E. M.; Neuber, B.; Stock, E. Phonetische und rhetorische Aspekte der interkulturellen Kommunikation, Frank & Timme Verlag für wissenschaftliche Literatur, pp.63-75, 2016, Schriften zur Sprechwissenschaft und Phonetik, ISSN 1437-3890 (2016)
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Bewegte Phonetik – Emotion und Kognition. Ein simultanes Aussprachetraining von Deutsch und Englisch als Fremdsprachen mittels des Theaterspielens
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In: Fremdsprache Deutsch ; https://hal.archives-ouvertes.fr/hal-01956807 ; Fremdsprache Deutsch, Berlin, Erich Schmidt Verlag, 2016, Phonetik in der Unterrichtspraxis, pp.34-37 ; https://www.esv.info/978-3-503-17022-7 (2016)
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Faire corps avec ses langues. Théâtre et didactique : vers une définition de la translangageance
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In: ISSN: 1760-4753 ; E-CRINI - La revue électronique du Centre de Recherche sur les Identités Nationales et l'Interculturalité ; https://hal.archives-ouvertes.fr/hal-01818564 ; E-CRINI - La revue électronique du Centre de Recherche sur les Identités Nationales et l'Interculturalité , Editions du CRINI, 2014, Actes du colloque Langues en mouvement, Languages in Motion, 6, pp.1-24 ; http://www.crini.univ-nantes.fr/actes-de-colloque-langues-en-mouvement-didactique-des-langues-et-pratiques-artistiques--1145716.kjsp (2014)
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Combining foreign, native and national Languages through Theatre in Schools: an ‘enactive Approach’ to Education
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In: Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014 ; https://hal.archives-ouvertes.fr/hal-01956749 ; Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014, Edizioni Novacultur, pp.65-71, 2014, 978-88-96875-01-8 (2014)
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Abstract:
International audience ; In this article, we are looking at the contribution of aesthetic and languaging (Varela) dimensions of the arts, and in particular of theater, to the teaching of foreign languages. In this respect we are considering the skills of mediation, which are neglected in French curricula. Neurosciences have shown that aesthetic responses are based on the activation of physiologically universal embodied mechanisms, which integrate actions, emotions and sensory perception (Freedberg and Gallese). Creative emergence would therefore be right at the root of human language as put forward by Lecoq, Brook and many other theatrical artists who have shown an interest in education. In this context we suggest that the socio-‐biological roots of learning and language should be taken into account through transversal skills, such as creativity, emotional competence and mediation or “relational intelligence” skills in language curricula. The AiLES experimental project (Arts in Language Education for an Empathic Society) has been designed to test this hypothesis. It stands at the crossroads between innovative practical teaching and research. It is a longitudinal, four-‐year study (2011-‐2015) in a dual language class (German/English) carried out in a multicultural secondary school in a Parisian suburb. Two actors (one English-‐speaking, and one German-‐speaking), come into the classroom on a regular basis. The study analyses if and how theater, as a physical, cultural and linguistic means of expression, facilitates speech and how it can stimulate sensory, kinesthetic, emotional and linguistic forms of expression and perception. Given such a holistic view of the teaching-‐learning process, I hypothesize that the language of the theatre plays a role of mediation and facilitates “relational intelligence”, as it allows students to delve into all their language repertories in order to switch from one language to another (that of their family, of their school context, and of modern languages learnt at school). This article is therefore an invitation to move from disciplinary language teaching to “translanguage” teaching without boundaries, so that tomorrow’s children will build together an empathic society.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; aesthetic experience; creativity; empathy; enaction; perfomative teaching and learning; translanguaging
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URL: https://hal.archives-ouvertes.fr/hal-01956749
https://hal.archives-ouvertes.fr/hal-01956749/document
https://hal.archives-ouvertes.fr/hal-01956749/file/Eschenauer_Language%20Teaching%20and%20Theater.pdf
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Théâtre et empathie en classe bilangue : didactiser l’émergence ?
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-01956802 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2014, Nathalie Spanghero-Gaillard et Emmanuelle Garnier: Pratiques théâtrales en classes de Langues, pp.69-77 ; https://www.aplv-languesmodernes.org/spip.php?article5668 (2014)
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