Using drama to teach French in secondary school: challenges, practices and teaching perspectives

THE CONTENTS OF PHYSICAL EDUCATION IN THE FIELD OF LANGUAGES FROM A SEMIOTIC-PRAGMATICIST PERSPECTIVE

Problems with Attention

The textbook is built around extended exercises based on an essay presenting a demythologized portrayal of Socrates, as well as two educational films—one devoted to the Socratic method of dialogue, and the other addressing the challenges of modern education. All the exercises included in the book relate directly or indirectly to linguistic phenomena present in the analysed essay and film materials, as well as in natural, contemporary English. The authenticity of the sources fosters the development of interpretative, argumentative, and critical thinking skills. The textbook develops language use across different registers. The essay and audiovisual materials may also serve as a starting point for rhetorical analysis, philosophical discussion, and reflection on contemporary models of education, making the book a valuable resource for advanced and academic-level work. The English-Polish contrastive analysis and the demanding translation task will be of interest to students specialising in translation studies, while the variety of lexical exercises and the subject matter of the second film will inspire students preparing for a career in teaching.

DRAMATIC TEXTS IN TANDEM LEARNING: READING, TRANSLATION, AND EXPERIENCING THE TEXT

The article substantiates and evaluates an approach to the use of contemporary dramatic texts in teaching Ukrainian as a foreign language. The research was carried out within the framework of an international educational collaboration between Ternopil Ivan Puluj National Technical University and Dartmouth College (USA). The aim of the study is to demonstrate the effectiveness of performative practices in working with plays for the development of students’ communicative and intercultural competences. The focus of the research is the process of learning Ukrainian as a foreign language and deepening intercultural exchange through tandem learning. The study examines an integrated methodology for working with contemporary drama that combines reading, translation, interpretation, and staged performance. In this approach, Artem Lebediev’s Vertep. Chronicles of War and Maryna Smilianets’s Prayer for Elvis become a platform for intercultural interaction and mutual language enrichment. The research is based on the concepts of performative pedagogy and embodied cognition. The study applies linguocultural, hermeneutic, comparative-typological, and translation analysis. Through pedagogical observation and the action research method, the authors tested a six-stage tandem-learning model aimed at developing connected speech and lowering students’ affective filter (speech anxiety). The study demonstrates that dramatic texts, functioning as a kind of “protective mask” for the character, create a safe environment for empathetic engagement with the difficult realities of war. The practical value of the research lies in the possibility of adapting the proposed algorithm to teaching Ukrainian as a foreign language at different proficiency levels. Prospects for further research include expanding the corpus of dramatic texts and integrating digital tools into performative learning practices.

Postcolonial Pedagogy and the Dialogic Classroom: A Critical Reflection from India

This essay examines the Indian humanities classroom as both a site of postcolonial critique and a space in which the authority structures that postcolonial theory seeks to dismantle are frequently reproduced. Drawing on the work of Ngũgĩ wa Thiong'o, Audre Lorde, Derek Walcott, and Mikhail Bakhtin, it argues for a dialogic pedagogy that holds teachers accountable to the critical commitments their discipline professes. The essay proceeds through three movements: an opening reflection on the gap between scholarly self-representation and pedagogical practice; an account of classroom encounters — at a slum outreach school in Chennai and at Saint Berchmans College, Kerala — in which genuinely dialogic moments emerged; and a concluding argument for the postcolonial classroom as a site of ethical as well as intellectual responsibility. The essay notes, finally, that Kerala's pedagogical tradition offers a partial but instructive counterexample to the broader tendency of Indian higher education to reproduce the monologic classroom it nominally opposes. Keywords: pedagogy; Postcolonial; Thiongo; Walcott; Dialogic classroom

The Impact of Drama-Based Teaching on Children’s English Language Learning

: Drama-based teaching is an innovative pedagogical approach that integrates dramatic techniques and elements into educational activities, enabling learners to achieve their learning objectives through immersive participation in dramatic practice. Drawing on relevant theoretical frameworks, this study systematically examines the multidimensional impact of drama-based teaching on children’s English language learning. The findings indicate that drama-based teaching can effectively enhance children’s English language and non-linguistic skills. The study further identifies the key challenges hindering the widespread implementation of drama-based teaching in children’s English education and proposes corresponding strategies for improvement, including the establishment of systematic teacher training programs, the development of a diverse repository of teaching resources, the refinement of classroom management and multi-dimensional assessment mechanisms, the deepening of interdisciplinary and intercultural integration, and the strengthening of home-school collaboration.It is hoped that this study will provide theoretical insights and practical guidance for the reform of English language education for children and the promotion of drama-based teaching within the global educational context.

Dialogism, Decoloniality, and the Teaching of the Oral Genre Video Propaganda

ABSTRACT Learning oral communication is a fundamental skill for students’ academic and personal development, as it helps them with their ability to interact socially. Thus, this work outlines a theoretical-methodological proposal in oral communication, involving questions of linguistic analysis from the dialogical perspective of language. Our goal is to present a sequence of oral activities and linguistic analysis activities from a dialogical and decolonial perspective with the video propaganda of Minuto da Justiça [Minute of Justice] program, which aims to combat violence against women, in the voice of the character Epaminondas Gustavo. We start from studies of the Bakhtin Circle, in the emergence of equipping subjects to exercise citizenship, including the potentializing of regional knowledge. We aim to contribute to the continuous and effective process of constructing oral knowledge, with feasible proposals based on semiotic and multimodal texts with linguistic elements in living and concrete utterances, and thus to discuss the social problem of violence against women in the Amazon.