‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre

Souad Smaili
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Abstract

This study was conducted at a university in Algeria. It explores the language voices and self- positioning amongst students who study English as a foreign language (EFL), through introducing an innovative teaching method that includes the process of narrating personal life experiences, turning those experiences into a scenario and performing it onstage using interactive theatre. As the voice of the learner is crucial in the classroom to break the walls of anxiety and lack of investment, to promote self-positioning and agency, and to allow the student to participate in his/her desired imagined community, I was concerned about the teaching and learning situation at the department of English where this study took place. The current situation revealed that most of the students fear to speak, but wish to become good language users and be seen by others. This has driven me towards asking the questions of what voices can they develop in theatre, and what aspects from their experiences define those voices. I ran a theatre course where 19 EFL students participated. I used thematic analysis strategy to analyse the data collected from this study. The findings revealed multiple voices that are defined by the participants’ experiences in both their social and academic contexts .
“我想被听到和看到”:通过故事叙述和互动戏剧将英语学生的声音可视化
这项研究是在阿尔及利亚的一所大学进行的。它通过引入一种创新的教学方法,包括叙述个人生活经历的过程,将这些经历转化为一个场景,并使用互动戏剧在舞台上表演,探索英语作为外语(EFL)学生的语言声音和自我定位。由于学习者的声音在课堂上是至关重要的,它可以打破焦虑和缺乏投入的墙壁,促进自我定位和代理,并让学生参与到他/她想要的想象社区中,我很关注进行这项研究的英语系的教学情况。目前的情况显示,大多数学生害怕说话,但希望成为良好的语言使用者,并被别人看到。这促使我提出这样的问题:他们在戏剧中可以发展出什么样的声音,以及他们的经历中哪些方面定义了这些声音。我开设了一门戏剧课程,有19名英语学生参加。我使用专题分析策略来分析本研究收集的数据。研究结果揭示了由参与者在社会和学术环境中的经历所定义的多种声音。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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