Drama-based foreign language learning - Encounters between self and other

Booktitle

Table of contents

1 Introduction

1.1 Background and context

1.2 Relevant literature and previous research

1.3 Research questions and objectives

1.4 Chapter overview

PART I:

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2 ‘Drama’ versus ‘Theatre’ and education

2.1 ‘Drama’: Drama in Education (DiE) and Educational Drama

2.2 ‘Theatre’: Theatre in Education and Theatre Education

2.3 ‘Drama’: process versus product

3 Drama in foreign language learning: learning and experiencing language holistically

3.1 Drama and foreign language learning: an overview

3.2 Foreign language learning through drama and experiencing

PART II: Foreign language learning and the individual’s sense

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4 Language and identity

4.1 Identity in a postmodern perspective

4.2 Identity through language

4.3 Self and other in language

4.4 Identity and the narrative approach

5 Multiple languages – multiple identities

5.1 The multilingual habitus

5.2 Multilingualism and identity

6 Foreign language learning and personal identity

6.1 The multilingual and multicultural perspective in foreign language learning and teaching

6.2 Personal factors in foreign language teaching and learning

PART III: Drama-based teaching and learning and its implication for the learner’s personal identity and existential competence: a case study at a South

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7 Context of research, research questions and research methods

7.1 The context of research

7.2 Research questions

7.3 Research methods

8 Data collection

8.1 Before the project: questionnaire on language biography

8.2 During the drama-based teaching units: self-evaluation questionnaires, researcher’s diary, video recordings

8.3 After the drama-based teaching units: the students’ and the teacher’s stimulated recall

9 Data analysis

9.1 Language biography questionnaire

9.2 Students’ self-evaluation questionnaires during the drama-based

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9.3 The project revisited: the students’ stimulated recall data

9.4 The teacher looks back

10 Drama-based foreign language learning: shaping one’s idea of self and acquiring existential competence in an encounter

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10.1 Between real and imagined worlds

10.2 Between self and other: acquiring existential competence and re-dimensioning one’s idea of self

10.3 Between self, role, and foreign language

10.4 The (multilingual) subject-in-process: constitution of self in language through the dialogic encounter with the other

Conclusions and outlook

11 Restatement, consolidation, implications and suggestions

11.1 The research questions and the basis on which they are asked

11.2 The theoretical ground: drama in foreign language learning and the idea of self

11.3 The practical study and its findings: drama-based foreign language learning and its implications for the learners’ idea of self and

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11.4 Implications of the research: experiential, reflective, aesthetic learning for existential /symbolic / aesthetic competence

11.5 Suggestions for further research

Bibliography

List of tables

List of figures

Appendix A: Questionnaires

Appendix B: Lesson plan – drama-based teaching units

Appendix C: Further tables on the students’

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Appendix D: Further tables on the students’ stimulated recalldata

Appendix E: Further tables on the teacher’s stimulated recall data