Performative Language Learning with Refugees and Migrants

This book investigates the use of performative language pedagogy in working with refugees and migrants, exploring performative language teaching as the application of drama, music, dance and storytelling to second language acquisition.

Erika Piazzoli is Assistant Professor in Arts Education, Trinity College Dublin, Ireland. Fiona Dalziel is Associate Professor of English Language and Translation, University of Padova, Italy.

Chapter 1: Performative language practice and ethical principles in the Sorgente project Part I: Painting the shades: Methodological, pedagogical and ethical hues Chapter 2: Arts-based methodology and embodied methods Chapter 3: Fostering motivation to belong with performative approaches to migrant language learning: Rustling in the wind Chapter 4: At the threshold of the ethical imagination: The 'not-a-fish' Part II: Embodied research methods Chapter 5: Zine-making and critical reflection: Portals of shared discovery Chapter 6: Exploring the potential of language portraits with refugees and migrants Chapter 7: Observational sketching as a pedagogical tool and a research method Part III: Embodied practice Chapter 8: Process music and performative language teaching Chapter 9: A sensory account of learning languages performatively with refugees and migrants: Eyes, ears and voice Chapter 10: Body-voice and improvisation to explore trauma-informed performative pedagogy: Open the door Chapter 11: Co-presence in brave spaces: Birds of a feather flock together Chapter 12: Conclusion: A poem and a painting