Communication Dans Un Congrès Année : 2025

Process Drama in Foreign Language Teacher Education: a Participatory Action- Research Project

Résumé

The educational value of process drama in language learning has been demonstrated for a while in Great-Britain (O’Neill, 1995) and even inscribed in recent scientific research in neuroscience (Varela, 1996; Damasio, 2004; Immordino-Yang, 2016) by practitioners (Baldwin, 2004) to show how it could facilitate the development of language and other cross-disciplinary competences while developing the cognitive and executive functions of pupils (Aden, 2009; Eschenauer, 2016; Piazzoli, 2018; Privas-Bréauté, 2023). In France, the use of drama and theatre in language classes is more and more advised in the national programmes but the many facets and stakes of process drama are still not known by teachers. Therefore, I have implemented a course which consists in raising awareness on what process drama is and what advantages it can bring, exclusively for pre-service English teachers at the university of Lorraine, France. In the context of a participatory action-research project, I therefore have the future language teachers try out many activities based on process drama and fill in questionnaires to gather their impressions about this pedagogical approach. In this paper, I will go back to the neuroscientific theories backing up the use of drama in class as well as the necessity of devising a socio-constructivist experiential programme in foreign language teacher education. Then I will present the results I have obtained since 2021, with 42 pre-service teachers, who are Masters’ students in English who aim to become language teachers.

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hal-04926587 , version 1 (03-02-2025)

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  • HAL Id : hal-04926587 , version 1

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Virginie Privas Breaute. Process Drama in Foreign Language Teacher Education: a Participatory Action- Research Project. Music and Drama Education Expo, Jan 2025, Londres (Grande Bretagne), United Kingdom. ⟨hal-04926587⟩
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