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Drama and CLIL

A new challenge for the teaching approaches in bilingual education

Series:

Susana Nicolás Román and Juan José Torres Núñez

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.
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Theatre Acting in Second Language Teacher Education

Introduction

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The idea of teaching foreign language teachers basics of acting and stage competence may trigger a thought-provoking question: Do we have enough time and energy to focus on yet another competence for teachers in second language teacher education (SLTE)? It is indeed quite reasonable to claim that SLTE programs have already been loaded with many different sorts of courses to cover and competences to imbue teachers. The incentive behind this chapter is to provide teacher trainers with ways of teaching theatre acting to student teachers in SLTE programs. Therefore, at the end of this chapter, we will together decide whether it is a burden or a must for a SLTE program to equip student teachers with basic skills of an actor.

Acting in teacher education is based on the viewpoint of ‘teaching as a performing art’, which is also the broadest name given to this field of inquiry. For at least four decades, teacher educators and trainers have discussed the similarities of acting and teaching (eg. Sarason, 1999). Most of these discussions have contributed to the literature in which the phenomenon was analysed and systematized in various ways. Educational researchers add to the literature, usually through research studies, action research, and personal narratives, as well as essays and books detailing the similarities and differences between the qualities that mark the highly effective teacher and the distinguished performing artist (Hart, 2007). Given the vast amount of variables involved in shaping student teachers’ experiences, it is not surprising...

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