1. Performing for Better Communication: Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools
- Author
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Eschenauer, Sandrine, Tsao, Raphaële, Legou, Thierry, Tellier, Marion, André, Carine, Brugnoli, Isabelle, Tortel, Anne, Pasquier, Aurélie, Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Aix-Marseille Université - Institut national supérieur du professorat et de l'éducation (AMU INSPÉ), Aix Marseille Université (AMU), Ampiric - Pôle pilote de formation des enseignants et de recherche pour l'éducation, Institut de Créativité et d'Innovation d'Aix-Marseille Université (InCIAM), SFERE-Provence (FED4238), AMPIRIC - Pôle pilote de formation des enseignants et de recherche pour l'éducation, Apprentissage, Didactique, Evaluation, Formation (ADEF), This work was carried out within the pilot centre Ampiric, funded by the French State’s Future Investment Program (PIA3/France Relance) as part of the 'Territories of Educational Innovation' action. It was also supported by the Institute of Creativity and Innovation from Aix-Marseille University (InCIAM), and the Institute of Language, Communication and the Brain (ILCB), and the Structure Fédérative d’Études et de Recherches en Éducation de Provence (SFERE-Provence, FED4238). The CELAVIiE team thanks these Institutions for their support.
- Subjects
English as foreign language (EFL) ,emotional skills ,communication ,performative theatre/drama ,modern language didactics (MLD) ,inclusive education (EI) ,executive functions ,creativity ,embodiment ,primary school ,[SHS]Humanities and Social Sciences - Abstract
International audience; While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.
- Published
- 2023
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