UCC Journals (Univ. College Cork)
Not a member yet
1278 research outputs found
Sort by
« La langue » : créer encore et en corps
No full textConsidérer l’apprentissage d’une langue comme une forme de création invite à modifier nos manières de l’enseigner. Loin des approches normatives, de la tolérance et même de l’éloge de la diversité, il s’agit de revendiquer des différences aussi constitutives qu’affectantes et même perturbantes, transformatrices (Authier-Revuz, 2004). Écrire ou parler, c’est faire signe vers l’inédit et donc par définition le malentendu (Servais, 2009)... et la surprise ! Ce changement de paradigme, qui fait basculer dans un imaginaire hétérolingue (Grutman, 1997 ; Sakai, 1997 ; Suchet, 2014) m’aura conduit à lire le « s » d’« en français » comme un marqueur de nombre, un indice de pluralité, puis à traduire le « français langue étrangère » en « français langue étrangée (Suchet, 2021). Il s’avère néanmoins redoutablement difficile de se départir de tout un ensemble de repères et de postures héritées, notamment en situation d’enseignement. C’est pour cette raison que j’ai conçu un kit de désapprentissage de « la langue », réalisé en complicité avec les designeuses Alice Ferré et Élise (Les tables des matières) ainsi que le graphiste Pierre Tandille. J’aimerais présenter plus particulièrement ici la manière dont ce dispositif met en évidence la part essentielle du corps et des dimensions sensibles dans le rapport à « la langue ».French as foreignized tongue: an unlearning kit to create with/in the body. As soon as you consider learning a language as an act of creation, you have to change the way you teach. It is not enough to step away from a normative approach and even to tolerate or praise diversity: differences are to be seen as constitutive and modifying, transformative (Authier-Revuz, 2004). Speaking and writing tend towards what is yet to be and hence, fundamentally, misunderstandings (Servais, 2009). Shifting to a heterolingual paradigm (Grutman, 1997 ; Sakai, 1997 ; Suchet, 2014) has led me to translate French into frenches and to estrange FLE as a foreignized tongue (Suchet, 2021). Still, inherited positions and codes remain, especially when teaching. This is why I developed an unlearning kit together with designers Alice Ferré and Élise (Les tables des matières) and graphist Pierre Tandille. In this text, I would like to focus on how the experience of activating this kit reveals the fundamental implications of the body in relationship to “the language”
Drama as art, pedagogy and practice: A practice based framework for primary teachers
No full textThis paper introduces a practice-based drama framework developed in response to the evolving educational landscape in Ireland. Recent curricular reforms, including the redeveloped Primary Arts Curriculum (NCCA, 2025), have repositioned drama as a distinct art form while continuing to value its capacity for integration across learning areas. Drawing on the findings of Teachers Talking Drama (McEntee & Finneran, 2025) and grounded in qualitative research with primary teachers, the proposed framework addresses long-standing challenges around teacher confidence, clarity, and enactment. It offers a flexible, accessible model built on three interdependent pillars: drama as collaborative process, drama as a transdisciplinary tool, and drama as artistic practice. In doing so, it responds to teachers’ desire for concrete strategies that are context-responsive and aligned with curriculum aims. The framework aims to reposition drama not as a marginal or enrichment activity, but as a foundational methodology that supports expressive, critical, and inclusive learning across the primary school.
Brecht au loin : Résonances transculturelles dans l\u27enseignement de l\u27allemand langue étrangère (DaF) par la pédagogie théâtrale au Sénégal: Transkulturelle resonanzen im theaterpädagogischen DaF-unterricht Senegals
No full textDiese qualitative Fallstudie untersucht, welches pädagogische Potenzial sich entfaltet, wenn Bertolt Brechts Lehrstücke (Der Jasager/Der Neinsager) im Deutsch-als-Fremdsprache-Unterricht in Senegal nicht als literarische Artefakte, sondern als Ausgangspunkt für performatives Lehren und Lernen genutzt werden. Basierend auf einer qualitativen Triangulation aus Interviews (n=9), Umfragen (n=60) und teilnehmenden Beobachtungen an vier senegalesischen Schulen, analysiert der Beitrag die transkulturellen Aushandlungsprozesse der beteiligten Schüler:innen. Die Ergebnissezeigen, dass durch die performative Aneignung des Stücks transkulturelle Resonanzräume geschaffen wurden, in denen die Jugendlichen den historischen Text zu einem Spiegel ihrer eigenen Lebenswelt machten. Neben der sprachlichen und interkulturellen Kompetenz stärkte der Prozess vorallem die Selbstwirksamkeit und das kritische Denken der Teilnehmenden. Die Studie schlussfolgert, dass theaterpädagogische Ansätze ein wirkmächtiges Instrument für kulturelle Selbstvergewisserung und pädagogische Innovation in postkolonialen Bildungsräumen darstellen. This qualitative case study examines the educational potential that unfolds when Bertolt Brecht\u27s didactic plays (Der Jasager/Der Neinsager) are used in German as a foreign language lessons in Senegal not as literary artefacts, but as a starting point for performative teaching and learning. Based on a qualitative triangulation of interviews (n=9), surveys (n=60) and participant observations at four Senegalese schools, the article analyses the transcultural negotiation processes of the participating students. The results show that the performative appropriation of the play created transcultural spaces of resonance in which the young people turned the historical text into a mirror of their own lives. In addition to linguistic and intercultural competence, the process strengthened the participants\u27 self-efficacy and critical thinking in particular. The study concludes that theatre pedagogy-based approaches are a powerful tool for cultural self-assurance and educational innovation in postcolonial educational spaces. Cette étude de cas qualitative examine le potentiel pédagogique des pièces didactiques (Lehrstücke) de Bertolt Brecht comme point de départ pour un apprentissage performatif de l\u27allemand (DaF) au Sénégal. Dans un contexte éducatif postcolonial et multilingue, l\u27article analyse les processus de négociation transculturelle des élèves. La méthodologie repose sur une triangulation qualitative (entretiens, sondages, observations participantes) menée dans quatre écoles PASCH. Les résultats indiquent que l\u27appropriation performative de la pièce, par l\u27improvisation et le travail scénique, ainsi que la pratique du translanguaging ont créé des espaces de résonance transculturels. Les jeunes y ont transformé le texte historique en un miroir de leur propre vécu, en reliant ses thèmes – tels que la migration, l\u27autorité et le genre – à leur réalité pour renégocier les hiérarchies culturelles. Ce processus a renforcé leurs compétences linguistiques et interculturelles, mais a surtout favorisé, grâce à un fort engagement émotionnel, l\u27auto-efficacité et la pensée critique. L\u27autorité interprétative s\u27est ainsi déplacée du texte canonique vers les apprenants. L\u27étude conclut que les approches de la pédagogie théâtrale sont un instrument puissant pour l\u27affirmation de soi culturelle et l\u27innovation pédagogique dans les contextes postcoloniaux, car elles reconnaissent l\u27identité linguistique et corporelle des apprenants comme une ressource. Ces résultats mènent à des recommandations concrètes pour l\u27intégration curriculaire des méthodes performatives
TRACING LINES IN THE HILBRE SANDS: A SPATIAL ANTHROPOLOGY OF ISLANDNESS AND OTHER FICTIONS
Get PDF The Hilbre Islands are an archipelago of three small islands in the Dee Estuary at the border between Wales and England. Hilbre has long played host to myths, legends and spatial stories that speak to questions of identity, mobility and the betwixt-and-betweenness of place and cultural belonging. Travel to and from the islands today is still undertaken on foot, with navigation across the sands possible at low tide. Approached and conceived as a negative space, it is the social, cultural and spatial practices that are constitutive of Hilbre’s very particular form of islandness that this paper sets out to explore
Playing with language: Bilingual Russian theatre at the University of Oregon
No full textThe incorporation of theatre in language learning has long been shown to increase students’ sense of belonging and to promote academic and personal success. While previous case studies largely focus on activities and performances that are conducted entirely in the target language, this article discusses the theatre class at the University of Oregon which collaboratively creates and performs a Russian-English bilingual play each year. Following a brief overview of the program, the article examines the winter 2024 production of The Shadow, Julia Nemirovskaya’s adaptation of the classic Soviet play by Evgenii Shvarts. The study draws on the text of the play, class activities, interviews with the instructors and students, and the author’s own personal experience as a volunteer member of the cast to highlight the unique benefits of a bilingual production. The use of both Russian and English enhances the inclusive nature of the theatrical experience. Students of all levels of experience take away valuable linguistic and cultural lessons; the most valued aspect, however, is the community it builds, bringing diverse students together and strengthening the language community
“Presence” as the echo of your silence: A reflection on the 3rd Scenario International Conference
No full textI am standing on a mountain, receiving the swirl of a moist and strong wind around me. I let my hand out and touch the soil, reflecting on what brought me here. It is my first time in Ireland, yet the moment I touch the earth, I hear myself saying, "I am back." The words arrive so naturally, revealing a place beyond language, where time breathes in indescribable shapes. I came here for an international conference. After the conference, I left the city and followed the footsteps of a poet philosopher into the mountains. His name is John O\u27Donohue. Around twenty years ago, this Irish philosopher walked along the trails across these mountains, writing his way into the philosophical wonders of “presence” and “absence.
