Psychodramaturgy Linguistique

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The Psychodramaturgy Linguistique (short PDL , German equivalent: Language Psychodramaturgy ) is an approach to learning and teaching foreign languages. The PDL was founded in 1977 by the Mainz educators Bernard and Marie Dufeu and has been continuously developed since then.

Definition and origin

Sources of the PDL

The term “psychodramaturgy” is derived from the sources of the PDL: The basics and procedures of psychodrama as well as dramaturgical principles have been adapted to the educational context. The starting point for the development of the PDL was a two-week French course with Expression Spontanée under the direction of Willy Urbain in July 1977. Findings from communication sciences as well as procedures for correcting pronunciation (verbo-tonal method), spatial and temporary work (Laura Sheleen), the music education and voice training were integrated into the PDL.

A pedagogy of being

The PDL is based on a general “pedagogy of being” that is both participant and group oriented. The participants are respected in their individuality. They acquire the foreign language at their own pace. The participants' desire to express themselves is the basis for developing their language skills. You determine the linguistic content yourself.

Furthermore, the “pedagogy of being” sees the learning process as a direct part of the life of the group in which it takes place. It aims at "experience" or "knowledge". For language lessons, this means that communication takes place on exactly the topics and with the language that are relevant here and now for the group.

In contrast, in a “pedagogy of having” the linguistic content would be determined by others, e.g. B. through the textbook. Among other things, this means that most of the participants cannot identify with the language material offered, which makes the learning process significantly more difficult.

Principles of the PDL

A pedagogy of encounter

For the PDL, the foreign language is less the “subject” of the lesson from the start, but rather a “means” for direct communication, for meeting and for building relationships among the participants. With their help, group life develops and the relationships of the participants are expressed in it: to themselves, to the counterpart, to the group as a whole, to the trainer. The aim is to create an atmosphere of mutual responsibility that is both the basis and part of the mutual acquisition and learning process.

A holistic approach to language learning

PDL addresses the human being in its entirety: in its sensual (see, hear, feel ...), physical (facial expression, gestures, movement), emotional, cognitive, social and spiritual dimensions. This leads to language acquisition on two levels:

  • On the one hand, the PDL pursues the classic "surface goals" of language learning: pronunciation and independent speaking, listening and reading comprehension, vocabulary, syntax, text production, intercultural aspects of the target language.
  • On the other hand, it takes into account “deep goals” that form the infrastructure of language acquisition: concentration, empathy, relaxed attention, etc., which promote receptivity. Furthermore, spontaneity, creativity, flexibility, reproductive ability, etc., which stimulate the ability to express themselves. The more the relevant skills, attitudes and behaviors are developed, the easier it is to acquire a language.

Participant and group oriented approach

The subjects and the language that are developed in a PDL course arise from the expressive wishes and communication needs of the individual participants and the group as a whole. The participants work with “their own” language right from the start, which leads to a higher level of identification with the foreign language.

The trainers provide the framework for action, the techniques and the linguistic support to actually enable communication to take place. There is no orientation towards textbooks, examination regulations, curricula, etc.

The learning path, learning pace and learning rhythm are respected as individual characteristics of the participant. Linguistic mistakes are accepted as necessary learning steps. The correct form is always offered so that the participant is not hindered in his or her flow of speech. If necessary, there is a period of reflection on the linguistic phenomenon. The PDL regards evaluations of the participants, for example according to their level of performance, as not beneficial. Nor does it attempt to form “homogeneous learning groups”.

Role of participants and trainers

The PDL speaks of participants because they play a decisive role in determining the content and in the group process. The term “learner” or “learner”, on the other hand, focuses on a main function in conventional teaching: “learning”.

On the one hand, the trainers have a structuring function by offering the framework activities. On the other hand, they have an accompanying and supporting function. They adjust to the individual participants in order to expand and correct their linguistic statements if necessary.

Relative progression

Instead of the predominantly content-based progression of conventional teaching, the PDL has other "relational" progression criteria. First of all, each participant is introduced to the foreign language individually at his or her own pace (reference to the self) so that they develop self-confidence in the language. Then two-way encounters take place (two-way relationships). Finally, exercises are offered that involve the entire group (group encounter). For the first week of class, a specific sequence of open-ended exercises has proven effective in both building a linguistic foundation and developing the attitudes, attitudes, and skills that promote language acquisition.

The exercises that build on this are chosen based on the group topics and group dynamics. The structure of these exercises can be freely combined depending on the group situation.

Primacy of listening / speaking when entering the foreign language

Characteristic of the PDL is the introduction to the foreign language in the first two days through listening and speaking through double and mirroring techniques. The rhythm, the melody and the typical sounds of a language are precisely perceived through specific processes. The PDL opens up intuitive access to language through listening and speaking, which is accompanied and supported by the cognitive processes. This enables the participant to develop a positive relationship with the foreign language right from the start.

The written in the PDL

In the initial phase, written exercises are often carried out on the basis of the oral testimony of the participants. In the further course, more space is given to the written activities. Poems that reflect the peculiarities of the rhythm and melody of the foreign language are an important part of the lesson from the start.

Later on, texts are selected and used according to dramaturgical criteria and from topics developed in the group.

The grammar

Dealing with grammatical difficulties follows a basic principle of the PDL: Follow instead of anticipating. The grammar is not taught explicitly. Only when a problem arises is an explanation sought by the group according to the principle of conceptualization. For some grammatical phenomena (e.g. use of the Subjonctif in French, distribution of past tenses), an explanation is introduced by the trainer.

Features of the PDL

External features

  • Setting: Rooms are preferred that allow work on the floor and allow freedom of movement. You can also work on stools or chairs, tables are not likely to be found.
  • Group constellation: PDL courses take place in small, heterogeneous groups. The ideal size in the first week of an intensive course is between 6 and 12 people. Larger groups as well as individual lessons are possible.
  • Course type: The PDL is preferred, but not exclusively, used in intensive courses lasting one to several weeks. Often courses are offered in weekend modules.
  • Levels: Due to the special forms of exercise, participants with different levels of knowledge can work together. The PDL does not take any placement tests.
  • Relational progression (see above).
  • Participant and group orientation (see above) instead of textbook orientation.

Characteristic processes

  • Relaxation exercises introduce each class day.
  • Warm-up and intermediate exercises to activate attitudes and postures considered useful, which in turn can be developed in the main exercises.
  • Doubling, mirroring, changing roles: these basic psychodrama techniques have been adapted to language teaching.
  • Breathing and voice exercises
  • The use of neutral masks on the first three to four days of the course for better concentration, more precise perception of pronunciation and better reproduction, as well as to lower or break down inhibitions.
  • Sequence structure: The verbal impulse of the participants is corrected, expanded and consolidated using a spiral expression technique.
  • Resumption of the conversation situations developed in this way under slightly different conditions

Transfer of the PDL to other teaching contexts

The PDL sees itself as “a contribution to the improvement of foreign language teaching in a general sense” (Bernard Dufeu) and not as an approach that should be adopted by all teachers in its classical form. Most of the exercises can be adapted directly or to the teaching conditions - even in more conventional settings.

In addition to their use in adult education, PDL exercises are also used in public schools.

International PDL Association

The PDL trainers joined forces in 2007 to form the International PDL Association. The first international PDL congress took place in November 2008.

literature

  • Didier Anzieu: Psychoanalysis and Language. Paderborn 1982.
  • Marie-Louise Aucher: L'Homme sonore. Paris 1977, 2004.
  • Richard Batz, Waltraud Bufe: Modern language teaching methods. Theory and practice. Darmstadt 1991.
  • Jean Cureau, Branko Vuletic: Enseignement de la prononciation. Le système verbo-tonal (SGAV) . Didier, Paris 1976.
  • Bernard Dufeu: La psychodramaturgie linguistique ou l'apprentissage de la langue par le vécu. In: Le français dans le monde. No. 175, février-mars 1983, pp. 36-45.
  • Bernard Dufeu: Sur les chemins d'une pédagogie de l'être. Une approche psychodramaturgique de l'apprentissage des langues. Mainz 1992.
  • Bernard Dufeu: Teaching Myself . Oxford University Press, Oxford 1994.
  • Bernard Dufeu: Les approches non conventionnelles des langues étrangères . Hachette, Paris 1996.
  • Bernard Dufeu: In cammino verso una pedagogia dell'essere. Merano 1998.
  • Bernard Dufeu: Paths to a Pedagogy of Being . Mainz 2003.
  • More articles at: http://www.psychodramaturgie.de/engine.php?pag=publi&spag=pag20101126154153&lin=deu
  • Aurora Floridia: Verso una pedagogia dell'essere: la PDL. In: Culturiana. 2/2007, pp. 25-28.
  • Marcel Jousse: L'anthropologie du geste. Paris 1969.
  • Dietmar Larcher: Ballo in maschera. In: Siegfried Baur, Sandra Montali: Lingue tra culture . Alpha & Beta, Meran 1995, ISBN 88-7223-012-8 , pp. 107-114.
  • Jacol-Levi Moreno: An invitation to an encounter. Commissionsverlag, Vienna 1914.
  • Jacob-Levi Moreno: The Basics of Sociometry. Wiesbaden 1974.
  • Jacob-Levi Moreno: Group Psychotherapy and Psychodrama. Introduction to theory and practice. Stuttgart 1959.
  • Raymond Renard: Introduction à la méthode verbo-tonale de correction phonétique. Paris 1971.
  • Martine Silvestre: La Psychodramaturgie Linguistique. In: Lend. No. 2, 1993, pp. 17-26.

See also

Web links

Individual evidence

  1. ^ B. Dufeu: Du psychodrame à la pédagogie: la psychodramaturgie. In: Le journal du psychodrame. No. 7, 1991, pp. 57-75.
    B. Dufeu: Sur les chemins d'une pédagogie de l'être. Une approche psychodramaturgique de l'apprentissage des langues. Mainz 1992, pp. 42-52.
    B. Dufeu: The language psychodramaturgy, a contribution to psychodrama education. In: R. Bosselmann (Ed.): Variations of Psychodrama. 2nd Edition. Meezen 1996, pp. 152-167.
    B. Dufeu: Paths to a Pedagogy of Being. A psychodramaturgical approach to language acquisition. Mainz 2003, pp. 61-73.
  2. ^ R. Renard: Introduction à la méthode verbo-tonale de correction phonétique. Paris 1971.
    J. Cureau, Branko Vuletic: Enseignement de la prononciation. Le système verbo-tonal. Paris 1976.
    Bernard Dufeu: Pronunciation training in French lessons     - The application of verbo-tonal principles. In: Practice of modern language teaching. 2, 1976, pp. 144-154.
    B. Dufeu 2003, pp. 310-315.
  3. ↑ J. Dropsy: Vivre dans son corps. IES,
    Geneva 1973. Laura Sheleen: Théâtre pour devenir autre. Epi, Paris 1991.
    L. Sheleen: Mask and Individuation. Junfermann Verlag, Paderborn 1992.
  4. ↑ M.-L. Aucher: L'Homme sonore. Paris 1977, 2004.
    M.-L. Aucher: En corps chanté. Paris 1987.
  5. ^ B. Dufeu: Vers une pédagogie de l'être: la pédagogie relationnelle. In: The Newer Languages. June 1982, pp. 267-289.
    B. Dufeu: Having and being in foreign language teaching. In: Annedore Prengel: Gestalt pedagogy. Weinheim / Basel 1983, pp. 197-217.
    B. Dufeu 1992, pp. 13-41.
    B. Dufeu: The methodological foundations of a pedagogy of being. In: A. Wolff, W. Welter (Ed.): Material German as a foreign language. Issue 40, pp. 145-162.
    B. Dufeu: "Being" in a foreign language. The basics of a pedagogy of being. In: A. Carli (Ed.): Second language learning in a multilingual area. 1995, pp. 187-204.
    B. Dufeu 2003, pp. 25-59.
  6. ↑ JL Moreno: invitation to an encounter. Commissionsverlag, Vienna 1914.
    B. Dufeu 1992, pp. 44-45.
    B. Dufeu 2003, pp. 31, 39, 64.
  7. ↑ M. Jousse: L'anthropologie du geste. Paris 1969.
    B. Dufeu: The meaning of the body in psychodramaturgy. In: Journal of Psychodrama and Sociometry. March 2008, pp. 50-62.
  8. ↑ B. Dufeu: 1992, pp. 92-95.
    B. Dufeu: Teaching Myself. Oxford 1996, pp. 53-54.
    B. Dufeu 2003, pp. 116-119.
  9. ↑ B. Dufeu 2003, pp. 231-236.
    B. Dufeu: Les hypothèses fondamentales de la psychodramaturgie linguistique. In: Le français dans le monde. Research and application Janvier. 1999, pp. 119-120.
    B. Dufeu: The Fundamental Hypotheses of Language Psychodramaturgy. In: Humanizing Language Teaching. September 2002. (online)
  10. ↑ B. Dufeu 1992, pp. 255-274.
    B. Dufeu 2003, pp. 36, 42, 135-136, 372-379.
  11. ↑ B. Dufeu 1992, pp. 47-48, 67-72.
    B. Dufeu 2003, pp. 86-91.
  12. ↑ B. Dufeu: The doubling in psychodramaturgy. In: Journal of Psychodrama and Sociometry. 2, October 2013, pp. 173-187. doi: 10.1007 / s11620-013-0193-x
  13. ^ B. Dufeu: Rythme et expression. In: Le français dans le monde. No. 205, November 1986, pp. 62-70 and No. 208, 1987, pp. 12-13.
  14. ↑ B. Dufeu: The creative approach to written expression in psychodramaturgy. In: E. Scheiner (Ed.): Methods of teaching foreign languages. Reports and contributions to scientific further education. Volume 40, Mainz 1995, pp. 117-136.
    B. Dufeu 2003, pp. 317-353.
  15. ↑ B. Dufeu 1986, pp. 65-70.
    B. Dufeu 2003, pp. 305-310.
  16. ^ H. Besse: Les exercices de conceptualisation ou la réflexion grammaticale au level 2. In: Voix et Images du CREDIF. 2, 1974, pp. 38-44.
  17. ↑ B. Dufeu: La grammaire intentionnelle. In: Franz Schulz (Hrsg.): Creating teaching material. Volume 8, University of Mainz, Mainz 1982, pp. 47-62.
    B. Dufeu: Grammar: From theory to practice or the rounding of the square. In: B. Dufeu (Ed.): Interactive grammar. Volume 41, Mainz 1993, pp. 31-44.
    B. Dufeu: Quand les temps s'en mêlent. In: B. Dufeu (Ed.): Interactive grammar. Volume 41, Mainz 1993, pp. 135-155.
    B. Dufeu 2003, pp. 91-102.