Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse

Yıl 2017, Cilt: 5 Sayı: 3, 727 - 743, 30.09.2017

Sandra May Adams

Öz

Habits of silence are frequently carried into practical and oral classes, where professionals struggle to stimulate active mental and verbal participation. Intercultural, dramatised contemporary traumas can provide an incitement catalyst through vicarious experience, which promotes all spoken English skills as well as confidence, performative ability and inter-cultural understanding. Furthering this purpose, the author’s theory of incitement, and a set of questions with which to address trauma in fictions enables a strong theoretical framework which reinforces the critical lens through practical application. This study will demonstrate unique methodologies for the use of drama in university classes including translation, interpretation, discourse analysis, critical literary study as well as literature, drama, presentation and performance. The methodologies are applied to extracts from two plays written by the author for the specific purpose outlined. Cop Out from ‘It Ain’t Shakespeare,’ (PRC: Xiamen University Press, 2012), and Let’s Take a Selfie, include traumas of loss, rejection, PTSD, betrayal, and racism and these dramas humorously explore traumatic issues while offering opportunities for group and class intercultural dialogue and examination. Using the plays as a vehicle for a variety of activities, students learn and develop a multiplicity of skills and knowledge in addition to benefitting from the increased confidence which their improved proficiency provides, whilst experiencing valuable life skills as they co-operate to achieve group and team goals.

Anahtar Kelimeler

Drama, incitement, trauma, othering, intercultural, translation, interpretation

Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse

Öz

Anahtar Kelimeler

Drama, incitement, trauma, othering, intercultural, translation, interpretation

Kaynakça

• Adams Sandra May. (2013). Motivating the Silent: firing the desire to speak through culturally responsive drama. Proceedings of the 2013 International Conference and Workshop on TEFL & Applied Linguistics, Ming Chuan University, Taiwan, March 8 and 9 2013. Eds. Department of Applied Linguistics. Taiwan: Crane Publishing, pp 1-16.
• Adams Sandra May & Ji Yuhua. (2012). It Ain’t Shakespeare. PRC: Xiamen University Press.
• Albalawi, Bashayer Raghian. (2014). Effectiveness of Teaching English Subject using Drama on the Development of Students’ Creative Thinking. IOSR Journal of Research & Method in Education (IOSR-JRME) Volume 4, Issue 6 Ver. I (Nov – Dec. 2014), 54 – 63.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc. Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. Retrieved on April 5 from www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf
• Cascade Behavioural Health Hospital. What is a Potentially Traumatic Event? Retrieved on October 23, 2016, from http://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects
• Culham C. R. in Gerd Brauer (Ed.). (2002). Body Language: Intercultural Learning Through Drama. Westport Connecticut & London, 96 – 112.
• Dörnyei, Z. (2006). Creating A Motivating Classroom Environment. In C. Davison & J. Cummins (Eds.) International Handbook Of English Language Teaching (Springer International), Vol. II, pp. 719-727.