• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Navigating the Labyrinth: A Study of Engagement and Artistry in Process Drama for Additional Language Teaching and Learning

    Thumbnail
    View/Open
    Video A (HQ).wmv (10.57Mb)
    Video B (HQ).wmv (12.65Mb)
    Piazzoli_2013_01Thesis.pdf (7.001Mb)
    Author(s)
    Piazzoli, Erika C.
    Primary Supervisor
    Dunn, Julie
    Other Supervisors
    Kennedy, Claire
    Year published
    2013
    Metadata
    Show full item record
    Abstract
    In this reflective practitioner research I investigate process drama for additional language teaching and learning (AL/process drama). In particular, I examine two constructs relevant to AL/process drama aesthetics: ‘learner engagement’ and ‘teacher artistry’. To explore these constructs I draw on three case studies, developed within two adult schools of Italian (AL) and a university, in Milan, Italy. As teacher/researcher, I designed and facilitated a series of process drama workshops for each context, resulting in 45 hours of video-recorded material. I kept a reflective journal (written in English) and a logbook (written ...
    View more >
    In this reflective practitioner research I investigate process drama for additional language teaching and learning (AL/process drama). In particular, I examine two constructs relevant to AL/process drama aesthetics: ‘learner engagement’ and ‘teacher artistry’. To explore these constructs I draw on three case studies, developed within two adult schools of Italian (AL) and a university, in Milan, Italy. As teacher/researcher, I designed and facilitated a series of process drama workshops for each context, resulting in 45 hours of video-recorded material. I kept a reflective journal (written in English) and a logbook (written in Italian) where I recorded my reflection-in-action and reflection-on-action. As a translingual researcher, I deliberately switched between languages, in an attempt to capture different nuances and better understand my attitudes and beliefs towards AL/process drama teaching. Within each case, I worked with a group of up to 16 international students of Italian (AL) at an intermediate level of proficiency (student-participants) and up to seven teachers (teacher-participants) who observed the workshops and took notes on the learners’ engagement. Both students and teacher-participants took part in individual and focus group interviews. At the end of each workshop, student-participants were invited to choose a specific moment from the drama and self-evaluate their engagement. These moments informed the selection of video extracts that were later used within video-stimulated recall interviews. The ‘learner engagement’ construct was explored through the Vygotskyan lens of ‘felt-experience’ (perezhivanie) in which individuals perceive, feel, interpret, internalise, and re-create meaning through a cognitive, affective and social investment. I analysed the nature of engagement from a sociocultural perspective, across three domains: Second Language Acquisition (SLA), Intercultural Education and Aesthetic Learning. The analysis revealed that the nature of learner engagement in the SLA domain seems to appear and manifest as a cycle of ‘perception-in-action’.
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/518
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Additional language process drama
    Drama teaching
    Publication URI
    http://hdl.handle.net/10072/365439
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander