"Whilst the promotion of Intercultural Communicative Competence (ICC) is described as the main aim of foreign language pedagogy in Germany, its development from a performative-linguistic perspective lacks in research. To address this issue, this book argues that an extension of Byram's model of ICC to encompass a further newly-developed savoir is necessary. Savoir agir makes explicit the interplay of intercultural and communicative competences present in the model and foregrounds its embodiment in ad-hocoral interaction. Furthermore, the book emphasises the potential of methods derived from Improvisational Theatre for developing savoir agir in the language classroom. The second part of the book presents a longitudinal, two-year mixed-methods action-research study in which improvisational tasks were designed and implemented on a regular basis in four English classes with the aim of promoting savoir agir"--
The book presents an extension of Byrams model of ICC to encompass savoir agir. The book presents a longitudinal, mixed-methods action-research study investigating the implementation of improvisational tasks in the language classroom to promote savoir agir.
Whilst the promotion of Intercultural Communicative Competence (ICC) is described as the main aim of foreign language pedagogy in Germany, its development from a performative-linguistic perspective lacks in research. To address this issue, this book argues that an extension of Byrams model of ICC to encompass a further newly-developed savoir is necessary. Savoir agir makes explicit the interplay of intercultural and communicative competences present in the model and foregrounds its embodiment in ad-hoc oral interaction. Furthermore, the book emphasises the potential of methods derived from Improvisational Theatre for developing savoir agir in the language classroom. The second part of the book presents a longitudinal, two-year mixed-methods action-research study in which improvisational tasks were designed and implemented on a regular basis in four English classes with the aim of promoting savoir agir.
Introduction Oral Communication and Language Education Policy An
Extension of Byrams Model of Intercultural Communicative Competence
Speaking Within an Action-Oriented, Task-Supported Language Learning
Framework Drama in Foreign Language Pedagogy Assumptions on the
Pedagogical Potential of Improvisational Theatre Analysis of the Lesson
Plans Analysis of the Teacher and Learner Interviews Analysis of the
Questionnaires and Observation Schemes Results Discussed According to the
Research Questions Conclusion Bibliography .
Dr. Raphaėlle Beecroft is a researcher and teacher educator in English Language Pedagogy at Karlsruhe University of Education, Germany. Her research interests include the further development of ICC and competences for democratic culture, translation, virtual exchange and drama methods in foreign language pedagogy, teacher personality professionalization as well as the decolonialization and diversification of English language teaching.
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