ATT TA FRAM GULDET. DRAMA-OCH SPRÅKINTEGRERAD DIDAKTISK DESIGN I HÖGRE UTBILDNING

Abstract

To dig up the gold. Drama based language instruction in higher education.

This article examines university students’ experiences and thoughts about adrama based language instruction course. The research questions are: How students stage them selves as learnable individuals at the end of the course? and Which language abilities and language skills the students say that they have developed through the course? The theory for the study is the theory of multimodal didactic design for learning (Selander & Kress, 2010). The research approach is a mixed-method and data was collected through classroom observations, video-recorded embodied performance, interviews and students’ written reflections about the drama based language instruction. The result indicates that the students were skeptical in the beginning of the course. In the end of the course the students had a positive attitude in interviews and in their written texts, but they couldn’t see embodied performance as a learning resource when they embodied learning resources in their performance.

Keywords: embodied performance, drama based language instruction, higher education, multimodal didactic design, ULV- education program.