But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning
Abstract This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama...
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Online Access: | http://dx.doi.org/10.1111/lit.12366 https://onlinelibrary.wiley.com/doi/pdf/10.1111/lit.12366 |
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crwiley:10.1111/lit.12366 2024-06-23T07:53:58+00:00 But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning Tavares, Vander Benediktsson, Artëm Ingmar 2024 http://dx.doi.org/10.1111/lit.12366 https://onlinelibrary.wiley.com/doi/pdf/10.1111/lit.12366 en eng Wiley http://creativecommons.org/licenses/by/4.0/ Literacy volume 58, issue 2, page 240-249 ISSN 1741-4350 1741-4369 journal-article 2024 crwiley https://doi.org/10.1111/lit.12366 2024-05-31T08:15:28Z Abstract This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well‐being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi‐sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview‐based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open‐mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences. Article in Journal/Newspaper Iceland Wiley Online Library Literacy |
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description |
Abstract This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well‐being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi‐sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview‐based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open‐mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences. |
format |
Article in Journal/Newspaper |
author |
Tavares, Vander Benediktsson, Artëm Ingmar |
spellingShingle |
Tavares, Vander Benediktsson, Artëm Ingmar But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
author_facet |
Tavares, Vander Benediktsson, Artëm Ingmar |
author_sort |
Tavares, Vander |
title |
But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
title_short |
But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
title_full |
But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
title_fullStr |
But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
title_full_unstemmed |
But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning |
title_sort |
but life goes on: drama classes, ukrainian refugees, and icelandic language learning |
publisher |
Wiley |
publishDate |
2024 |
url |
http://dx.doi.org/10.1111/lit.12366 https://onlinelibrary.wiley.com/doi/pdf/10.1111/lit.12366 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Literacy volume 58, issue 2, page 240-249 ISSN 1741-4350 1741-4369 |
op_rights |
http://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.1111/lit.12366 |
container_title |
Literacy |
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1802645876290617344 |