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Translanguaging and Language Creativity in Drama Staging

  • Joëlle Aden
  • Maria Pavlovskaya
Chapter
Part of the Multilingual Education book series (MULT, volume 28)

Abstract

This chapter presents a performative approach to translanguaging that draws on and fosters language creativity of bilingual adolescents from mixed French-Russian families living in France. Through staging scenes, the learners interact autonomously in both of their languages and co-create a fictional world. This provides learning situations that allow them to embody meaning: they improvise creatively, mixing all of the repertoires available to them, i.e. verbal, non-verbal, emotional, sensory, cultural and intellectual. The authors outline their theoretical framework, taking up Francisco Varela’s enactive perspective, which posits that languaging is a lived, i.e. embodied, dynamic and emergent, experience and they show how their approach includes the features of an enactive teaching method.

Keywords

Languaging Translanguaging Enaction Creativity Embodiment Performativity Theatre Language education 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Joëlle Aden
    • 1
  • Maria Pavlovskaya
    • 2
  1. 1.School of Social Sciences & HumanitiesParis-Est-Créteil University, IMAGER EA3958CréteilFrance
  2. 2.Doctoral school “Cultures et Sociétés” of Paris-Est-Créteil University, IMAGER EA3958CréteilFrance

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