Performing for Better Communication: Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools
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- ISIDORE Id: 10670/1.6f575b...
- hal: hal-04164630
- doi: 10.3390/jintelligence11070140
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Mots-clés
creativity emotional skills communication executive functions performative theatre/drama embodiment English as foreign language (EFL) modern language didactics (MLD) inclusive education (EI) primary schoolSujets proches
Language (New words, slang, etc.) Creativity CreativenessCiter ce document
Sandrine Eschenauer et al., « Performing for Better Communication: Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.3390/jintelligence11070140
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Résumé
While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.
