BASIC PREMISSES
1) by second language acquisition (SLA) we understand the process of
learning any language other than the mother tongue(s), as well as the very theory of the process by which we acquire – or pick up – a second language. SLA is mainly a subconscious process which happens while we focus on communication.
2 ) to be able to mimic the surroundings that facilitate the SLA, there is a number of basic
requirements:
a) the communication needs to
be multisensory (using sound,
images, texture and movement)
b) there needs to be an intrinsic
motivation to communicate
c) it needs to be conducted outside the grading environment (since the fear of making mistakes discourages SLA)
Developing this sort of approach to SLA is of even greater importance
when working with children with learning difficulties and specific learning
disorders ( question should we start to use the word neurodiversity?), who
are even more discouraged by the traditional language study environment.
3) any learning needs to be
dialogical and meaningful
to the students
METHOD
We use a combination of Drama in Education and Theatre of the Oppressed
(TO). TO is an umbrella term for a series of methodological approaches and
b) there needs to be an intrinsic motivation to communicate
c) it needs to be conducted outside the grading environment (since the
fear of making mistakes discourages SLA).
Developing this sort of approach to SLA is of even greater importance
when working with children with learning difficulties and specific learning
disorders ( question should we start to use the word neurodiversity?), who
are even more discouraged by the traditional language study environment.
3) any learning needs to be dialogical and meaningful to the students
techniques that use theatre to foster conversation and dialogue about the
shared experiences and problems faced by particular group or community,
as well as to create a platform that can facilitate active citizenship by
mutually suggesting (within the group) concrete actions in order to better
understand, influence and change the lived realities. This was the reason
why we developed and adjusted the TO methodology for SLA. All of the TO
techniques that can be used for SLA are highly dialogical – students
themselves create the content of the performances – which provides
powerful motivation for communication. Since the aforementioned
techniques are in their essence theatrical, they incorporate images,
movement and sound, as well as real communication situations.
All of the methods are developed and/or adjusted for working in an
online environment, but they can be used both while working with pupils online as well as in classrooms.
