Developing the artistry of the teacher in Steiner/Waldorf Education (Part II)

Foreign Language Teacher Education at Freie Hochschule Stuttgart (Waldorf Teachers College)

Authors

  • Peter Lutzker Freie Hochschule Stuttgart

DOI:

https://doi.org/10.33178/scenario.16.1.5

Keywords:

Steiner/Waldorf foreign language teacher education, Sense for language, Linguistic-kinesic behaviour, performative approaches to teacher education,, Performative approaches to teacher education, Performative approaches to literature, Literature in foreign language learning, Foreign language teaching as an art

Abstract

After describing the general Steiner/Waldorf teacher education program in the previous article (Part I), this article will examine the additional courses specifically required for teaching English as a foreign language. It considers Rudolf Steiner’s concept of a specific ‘sense for language’ as a basis for a performative approach to foreign language teaching and learning and discusses the implications of research on linguistic-kinesic behaviour for foreign language learning and for teacher education at Freie Hochschule Stuttgart (Waldorf Teachers College). It describes performative approaches to teaching poetry and prose fiction and explains the central role which both authentic literature and different forms of informal learning play in Steiner/Waldorf foreign language teaching and learning. Finally, it discusses a Steiner/Waldorf approach to teaching literature rooted in an understanding of teaching as an art.

Author Biography

  • Peter Lutzker, Freie Hochschule Stuttgart

    Prof. Dr. Peter Lutzker studied Music and Literature in the United States and Germany. After first working as an orchestra musician, he then studied Steiner/Waldorf Education and became a high school teacher for Music and English in Waldorf Schools in Germany from 1986-2011. From 1991 on, he has been active as a teacher educator in different European countries including Germany, Hungary, Russia and England. Since 2010, he has been a Professor at the Freie Hochschule Stuttgart (Waldorf Teachers College). In 2019 he was appointed an Honorary Professor at the National Tsing Hua University in Taiwan. He has written numerous articles and books in English and in German, including “Der Sprachsinn: Sprachwahrnehmung als Sinnesvorgang” 2nd ed. (2017), and the “The Art of Foreign Language Teaching: Improvisation and Drama in Language Learning and Teacher Education” 2nd ed. (2022).

References

Bacon, W. (1972). The art of interpretation. Holt, Rinehart & Winston.

Benevides, M. (2016). Text and context: Innovating the coursebook. Between the Keys, 24(1).

Birdwhistell, R. (1970). Kinesics and context: Essays on body motion communication. University of Pennsylvania Press.

Breen, R. (1978). Chamber Theatre. Prentice Hall.

Choi, B., Wei, R., & Rowe, M. L. (2021). Show, give, and point gestures across infancy differentially predict language development. Developmental psychology, 57(6), 851-862. https://doi.org/10.1037/dev0001195

Condon, W. S. (1970). Method of micro-analysis of sound films of behavior. Behavioral Research Methods and Instrumentation, 2, 51-54.

Condon, W.S., & Sander, L.W. (1974). Neonate movement is synchronized with adult speech: Interactional participation and language acquisition. Science, 183, 99-101.

Condon, W. S. (1976). An analysis of behavioral organization. Sign Language Studies, 13. Reprinted in Sign Language Studies, 59(1988), 285-318.

Condon. W.S. (1985). Sound-film microanalysis: A means for correlating brain and behavior. In F. Duffy, & N. Geschwind (Eds.), Dyslexia: a neuroscientific approach to clinical evaluation (pp. 338-346). Little Brown & Co.

Danesi, M, (2021). Understanding nonverbal communication: A semiotic guide. Bloomsbury.

Denjean, A. (2000). Die Praxis des Fremdsprachenunterrichts an der Waldorfschule. Verlag Freies Geistesleben.

Denjean, A. (Ed.). Kreatives Schreiben: Fremdsprachen in der Waldorfschule. Edition Waldorf.

Ejiri, K., & Masataka, N. (2001). Co-occurrence of preverbal vocal behavior and motor action in early infancy. Developmental Science, 4(1), 40-48. https://doi.org/10.1111/1467-7687.00147

Goldin-Meadow, S. (2014). Widening the lens: What the manual modality reveals about language, learning and cognition. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 369(1651). https://doi.org/10.1098/rstb.2013.0295

Goldin-Meadow, S., & Alibali, M. W. (2013). Gesture's role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257-283. https://doi.org/10.1146/annurev-psych-113011-143802

Hall, E.T. (1973). The Silent Language. Anchor.

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371. https://doi.org/10.1111/j.0956-7976.2005.01542.x

James, H. (1962). The art of the novel. Charles Scribner’s Sons.

Joyce, J. (2006). The dead. Dubliners (pp. 151-194). W.W. Norton.

Kato, T., Takahashi, E., Sawada, K., Kobayashi N., Watanabe, T., & Ishh, T. (1983). A computer analysis of infant movements synchronized with adult speech. Pediatric Research, 17, 625-628. https://doi.org/10.1203/00006450-198308000-00004

Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge University Press.

Kiersch, J. (1992). Language Teaching in Steiner Waldorf Schools. Steiner Schools Fellowship.

Kiersch, J., Dahl, E., & Lutzker, P. (2016). Fremdsprachen in der Waldorfschule. Verlag Freies Geistesleben.

Lindenberg, C. (1985). Die Lebensbedingungen des Erziehens. Von Waldorfschulen lernen. Rowohlt.

Lutzker, P. (1997). Der Sprachsinn. der blaue reiter: Journal für Philosophie, 6, 54-58.

Lutzker, P. (2002a). The sense for language. In M. Rawson, & P. Lutzker (Eds.), Language and Learning (pp. 18-27). Steiner Schools Fellowship.

Lutzker, P. (2002b). Sensory processes and foreign language learning. In M. Rawson, & P. Lutzker (Eds.), Language and Learning (pp. 39-70). Steiner Schools Fellowship.

Lutzker, P. (2013). Beyond semantics: Moving language in foreign language learning. In B. Tomlinson (Ed.), Applied Linguistics and Materials Development (pp. 31-42). Bloomsbury.

Lutzker, P. (2015). Practising creative writing in high school foreign language classes. In A. Maley, & N. Peachey (Eds.), Creativity in the English language classroom (pp. 134-141). British Council. https://www.teachingenglish.org.uk/article/creativity-english-language-classroom

Lutzker, P. (2016a). The recovery of experience in foreign language learning and teaching. In M. Schewe, & S. Even (Eds.), Performatives Lehren Lernen Forschen – Performative teaching learning research (pp. 222-240). Schibri.

Lutzker, P. (2016b). Die Wiederentdeckung der Erfahrung beim Lernen und Lehren von Fremdsprachen. In M. Schewe, & S. Even (Eds.), Performatives Lehren Lernen Forschen – Performative teaching learning research (pp. 67-86). Schibri.

Lutzker, P. (2016c). Rudolf Steiners Hypothese eines Sprachsinns und ihre Bedeutung für den Fremdsprachenunterricht und die Fremdsprachenlehrerausbildung der Waldorfschulen. Pädagogische Rundschau 6, 695-714.

Lutzker, P. (2017). Der Sprachsinn: Sprachwahrnehmung als Sinnesvorgang (2nd ed.). Verlag Freies Geistesleben.

Lutzker, P. (2018). Moving language: Exploring relations between research on language and artistry in foreign language teaching. In O. Mentz, & M. Fleiner (Eds.), The arts in language teaching (pp. 107-138). Lit Verlag.

Lutzker, P. (2019). Die Waldorffremdsprachenpädagogik im Kontext aktueller fremdsprachendidaktischer Ansätze. In A. Hüttig (Ed.), Wissenschaften im Wandel: Zum Oberstufenunterricht an Waldorfschulen (pp. 223-256). Berliner Wissenschaftsverlag.

Lutzker, P. (2022). The art of foreign language teaching: Improvisation and drama in teacher development and language learning (2nd ed.). Narr/Francke.

Maley, A. (2019). Humanism is alive and well. Humanising Language Teaching, 21(1). https://www.hltmag.co.uk/feb19/humanism-is-alive-and-well

Merleau-Ponty, M. (1984). Die Prosa der Welt. Wilhelm Fink.

McCafferty, S., & Stam, G. (2008). Gesture: Second language acquisition and classroom research. Routledge.

McNeill, D. (2005). Gesture and thought. University of Chicago Press.

Nabokov, V. (1980). Lectures on literature. (F. Bowers, Ed.). Harvest.

Özçal??kan, ?., & Dimitrova, N. (2013). How gesture input provides a helping hand to language development. Seminars in Speech and Language, 34(4), 227–236. https://doi.org/10.1055/s-0033-1353447

Özçal??kan, ?., Lucero, C., & Goldin-Meadow, S. (2016). Is seeing gesture necessary to gesture like a native speaker? Psychological science, 27(5), 737–747. https://doi.org/10.1177/0956797616629931

Peveling, M. (2016). Der Sprachsinn bei Rudolf Steiner: Eine kritische Wu?rdigung im Lichte der modernen Sprachforschung und der sozialen Neurobiologie. Eigenverlag.

Richards, J. (2014). Approaches and methods in language teaching. Cambridge University Press.

Piazzoli, E. (2018). Embodying language in action. Palgrave Macmillan.

Richards, J. (2017). Transmissive and transformative approaches to language teacher education. Indonesian Journal of English Language Teaching, 12(1), 15-38. http://ojs.atmajaya.ac.id/index.php/ijelt/article/view/830

Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science, 12(1), 182–187. https://doi.org/10.1111/j.1467-7687.2008.00764.x

Sambanis, M. (2013). Fremdsprachenunterricht und Neurowissenschaften. Narr.

Sambanis, M. (2016a). Drama activities in the foreign language classroom – Considerations from a didactic-neuroscientific perspective. In S.Even, & Manfred Schewe (Eds.), Performatives Lehren Lernen Forschen – Performative Teaching Learning Research (pp. 206-221). Schibri.

Sambanis, M. (2016b). Dramapädagogik im Fremdsprachenunterricht – Überlegungen aus didaktischer und neurowissenschaftlicher Sicht. In S. Even, & M. Schewe (Eds.), Performatives Lehren Lernen Forschen – Performative Teaching Learning Research (pp. 47-66). Schibri.

Sambanis, M., & Walter, M. (2019). In Motion! Theaterimpulse zum Sprachenlernen: Von neuesten Befunden der Neurowissenschaft zu konkreten Unterrichtsimpulsen. Cornelsen.

Sievers, U. (2017). Creative teaching – sustainable learning: A holistic approach to foreign language teaching and learning. Books on Demand.

Steiner, R. (1981). Zur Sinneslehre (C. Lindenberg, Ed.). Verlag Freies Geistesleben

Steiner, R. (1996). The foundations of human experience (GA 293). Anthroposophic Press.

Steiner, R. (2004). Pädagogik und Kunst. (GA 304a). In J. Kiersch (Ed.), Texte zur Pädagogik aus dem Werk von Rudolf Steiner: Anthroposophie und Erziehungswissenschaft (pp. 605-608). Rudolf Steiner Verlag.

Tomlinson, B., & Masuhara, H. (2013). Adult Coursebooks. ELT Journal, 67(2), 233–249, https://doi.org/10.1093/elt/cct007

Tomlinson, B., & Masuhara H. (2018). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.

Walter, M., (2020). Gehend lernen. Oder warum erleichtert das Gehen das Memorieren von sprachlichen Einheiten? Evidenz aus der performativen Praxis und eine Frage an die neurowissenschaftliche Theorie. In H. Böttger, & M Sambanis (Eds.), Focus on Evidence III – Fremdsprachendidaktik trifft Neurowissenschaften (pp. 265-270). Narr.

Downloads

Published

2022-08-08

Issue

Section

Special Issue Articles