The Social Art of Language Acquisition: A Theatre Approach in Language Learning for Migrants and its Digitization in the Corona Lockdown

Authors

  • Christine Best Technical University Dortmund
  • Kerstin Guhlemann Technical University Dortmund
  • Ona Argemí Guitart UpSocial

DOI:

https://doi.org/10.33178/scenario.14.2.4

Keywords:

Social Art, Language acquisition, Theatre, Digitization, Language learning for migrants

Abstract

Today's challenges and developments ? migration flows, globalization, diversification of educational pathways – clearly indicate that language teaching can no longer only take place within the framework of school and vocational training. Outside the context of schools, approaches which combine language learning with other goals of development or that are linked to concrete objectives appear most promising. A particularly challenging field is teaching languages to adult refugees, since language courses can seldom address the learning culture, the different learning speeds and key competencies adequately. In the wake of the current Corona crisis, the problem is becoming more pressing. By digitalization of language courses, there is the danger that people with better prerequisites benefit more from the offered courses than those more in need, and the gap between people with higher or lower learning success will widen further. The article uses the practical example JobAct Sprachkultur, which is a German programme for job placement, based on a combination of theatre methods, language learning and social work, to investigate the extent to which theatre methods can contribute to reducing educational inequality in the language acquisition of adult refugees/migrants. Based on a document analysis and qualitative spotlight surveys with the trainers of the program, the potentials and limitations of the theatre approach and its digital implementation can be shown.

Author Biographies

Christine Best, Technical University Dortmund

Christine Best holds an M.A. in social sciences and is research assistant in the social research institute of Technical University of Dortmund, Germany. She has worked with international partners on the use and implementation of social art for education and integration in two EU and was involved in scientific monitoring of the adaptations of the JobAct method throughout Europe.

Kerstin Guhlemann, Technical University Dortmund

Kerstin Guhlemann holds an M.A. in Sociology and Media Studies and is coordinator of the research unit “work politics and health” in the social research institute of Technical University of Dortmund, Germany. Her main fields of work are employment biographies, health, social and work place inclusion and life-long learning. She is leading the scientific monitoring of the adaptation of the JobAct approach in the European projects.

Ona Argemí Guitart, UpSocial

Ona Argemí Guitart works as researcher and project manager in UpSocial Barcelona, Spain. She is a political scientist specialized in social policies. She has worked as a consultant in human resources and social innovation, participating in projects related to vulnerable groups. She has also carried out socio-educational tasks with at-risk youth and in situations of social exclusion.

References

Best, Christine & Guhlemann, Kerstin (2020): Die Kunst der sozialen Transformation. Empowerment durch soziale Kunst für eine Erhöhung der Chancengleichheit in Europa. In: Franz, Hans-Werner; Beck, Gerald; Compagna, Diego; Dürr, Peter; Gehra, Wolfgang & Wegner, Martina (eds.): Nachhaltig Leben und Wirtschaften. Wiesbaden: Springer VS, 281-299, https://doi.org/10.1007/978-3-658-29379-6_14

Bodenmüller, Martina (2004): Kunst- und Kulturprojekte mit Erwerbslosen. Mit Skulpturen Öffentlichkeit schaffen. In: Sozial Extra 28/12, 18–23, https://doi.org/10.1007/s12054-004-0145-9

Dalziel, Fiona & Piazzoli, Erika (2019): „It comes from you”: Agency in adult asylum seekers´ language learning through Process Drama. In: Language Learning in Higher Education 9/1, 7-32, https://doi.org/10.1515/cercles-2019-0001

Eilfort, Michael (2020): Solidarität, Transparenz, Verantwortung ... und Freiheit!: Handlungsbedarf und Folgerungen aus der Corona-Pandemie. In: Argumente zu Marktwirtschaft und Politik 149

Esser, Hartmut (2006): Migration, Sprache und Integration. AKI-Forschungsbilanz 4. Berlin: Wissenschaftszentrum Berlin für Sozialforschung gGmbH FSP Zivilgesellschaft, Konflikte und Demokratie Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration-AKI

German Government (2019): Darstellung der Maßnahmen der Bundesregierung zur Sprachförderung und Integration. Aktualisierung 2019. http://www.bmas.de/SharedDocs/Downloads/DE/PDF-Publikationen/massnahmen-der-bundesregierung-fuer-sprachfoerderung-und-integration-von-fluechtlingen.pdf?__blob=publicationFile&v=1 [last accessed January 13, 2021]

Geneuss, Katrin; Obster, Fabian & Ruppert, Gabriele (2020): „I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons. In: Scenario XIV/1, 47-67

Hartinger, Julia (2018): Possible Limitations and Potentials of Digital Learning Material for Refugees. In: Verbum et Lingua 11. Universidad de Guadalajara, 25-42.

Heinrich, Bettina (2016): Kunst oder Sozialarbeit? Eckpunkte eines neuen Beziehungsgefüges zwischen Sozialer Arbeit und Kulturarbeit. https://www.kubi-online.de/artikel/kunst-oder-sozialarbeit-eckpunkte-eines-neuen-beziehungsgefueges-zwischen-sozialer-arbeit [last accessed October 27, 2020]

Jörissen, Benjamin & Unterberg, Lisa (2019): DiKuBi-Meta [TP1]. Digitalität und Kulturelle Bildung. In: Jörissen, Benjamin; Kröner, Stephan & Unterberg, Lisa (eds.): Forschung zur Digitalisierung in der Kulturellen Bildung. München: Kopaed, 215-228

Jörissen, Benjamin; Kröner, Stephan & Unterberg, Lisa (2019a): Einleitung. Forschung zur Digitalisierung in der Kulturellen Bildung. In: Jörissen, Benjamin; Kröner, Stephan & Unterberg, Lisa (eds.): Forschung zur Digitalisierung in der Kulturellen Bildung. München: Kopaed, 7-10

Jörissen, Benjamin; Schmiedl, Friederike; Möller, Elke; Unterberg, Lisa; Godau, Marc; Eusterbrock, Linus; Fiedler, Daniel; Haenisch, Matthias; Hasselhorn, Johannes; Knigge, Jens; Krebs, Matthias; Nagel, Melanie; Rolle, Christian; Stenzel, Maurice & Weidner, Verena (2019b): Digitalization and arts education – New empirical approaches. In: Münzberg, Bettina; Konietzko, Sebastian & Goudis, Julia (eds.): Contemporary research topics in arts education. German-Dutch Perspectives. Essen: Rat für Kulturelle Bildung e. V., 22-29. https://ris.utwente.nl/ws/files/154772354/Contemporary_Research_Topics_in_Arts_Education_Web_DS.pdf#page=13 [last accessed July 14, 2020]

Kechaja, Maria (2017): Jetzt rede ich! – Das TALK Projekt: Kunst und Empowerment gegen Rassismus und Diskriminierung. In: Bröse, Johanna; Faas, Stefan & Stauber, Barbara (eds.): Flucht. Herausforderungen für Soziale Arbeit. Wiesbaden: Springer VS, 191–202, https://doi.org/10.1007/978-3-658-17092-9_12

Krebs, Matthias & Godau, Marc (2018): Weiterbildung in der Digitalen Gesellschaft. In: Keuchel, Susanne & Werker, Bünyamin (eds.): Künstlerisch-pädagogische Weiterbildungen für Kunst- und Kulturschaffende. Wiesbaden: Springer Fachmedien, 93-119, https://doi.org/10.1007/978-3-658-20711-3_6

Krenn, Martin (2016): Das Politische in sozialer Kunst. Intervenieren in soziale Verhältnisse. In: p/art/icipate – Kultur aktiv gestalten 07, https://www.p-art-icipate.net/das-politische-in-sozialer-kunst/ [last accessed October 27, 2020]

Krüger-Potratz, Marianne (2016): Migration als Herausforderung für öffentliche Bildung. In: Do?mu?, Aysun; Karaka?o?lu, Yasemin & Mecheril, Paul (eds.): Pädagogisches Können in der Migrationsgesellschaft. Wiesbaden: Springer VS, 13-41.

Philip, Robyn & Nicholls, Jennifer (2007): Theatre Online: The Design and Drama of E-Learning. In: Distance Education 28/3, 261-279, https://www.learntechlib.org/p/100610/ [last accessed November 11, 2020]

Rühle, Günther (1982): Anarchie in der Regie? Theater in unserer Zeit. Frankfurt am Main: Suhrkamp

Siedenbiedel, Catrin (2013): Digitalisierung der Welt und Darstellendes Spiel im Unterricht. In: Karpa, Dietrich; Eickelmann, Birgit & Grafe, Silke (eds.): Digitale Medien und Schule. Zur Rolle digitaler Medien in Schulpädagogik und Lehrerbildung. Immenhausen bei Kassel: Prolog Verlag, https://doi.org/10.2307/j.ctvdf05w3.23

Sturm, Roland (2020): Die Corona-Krise und wir. In: Gesellschaft • Wirtschaft • Politik (GWP) 69/2, 137-140, https://doi.org/10.3224/gwp.v69i1.09

Westphal, Kristin (2015): Theatre as a Place of Self-Empowerment. In: Scenario IX/1, 131-143

Wirag, Andreas (2019): Experimentelle Studien zu Theaterarbeit und Persönlichkeitsentwicklung: Die aktuelle Befundlage. In: Scenario XIII/2, 92-108, https://doi.org/10.33178/scenario.13.2.7

Wößmann, Ludger (2016): Bildung als Schlüssel zur Integration: Nur eine realistische Flüchtlingspolitik wird Erfolg haben. In: ifo Schnelldienst 69/1, 21-24

Downloads

Published

2021-06-02

Issue

Section

Articles