Performing England: language and culture in performative praxis

Abstract

This paper explores the cultural implications of the use of the ‘Theatre in Language Learning’, or TILL, model of applied theatre in the second language (L2) classroom. Using a dramaturgical taxonomy the author explores the changes in dramaturgical focus undertaken by Vienna's English Theatre over a 25-year period, and interrogates their effect on student perceptions of ‘Englishness’. The paper identifies and charts the development of three distinct play cycles which, although operating concurrently, present contrasting and in many cases conflicting visualisation of English life and culture to their L2 audience. Exploring the compositional, structural, and linguistic elements of these works the author argues that the TILL model presents a vision of England which is both performed and performative, and has been dictated by motivational, educational and social agendas.

Keywords:

• Theatre in Language Learning
• Englishness
• cultural identity

Notes

1. Described by this author in Shewe and Even (2009).

2. This figure is an estimate based on the combined annual attendance from Vienna's English Theatre (approximately 350,000), White Horse (approximately 350,000) and American Drama Group Europe 2007/08 (approximately 300,000). Does not include estimate for other companies working in the field so actual totals may therefore be assumed to be higher. As yet no reliable combined figures for this sector have been compiled. This is a field in which little formal research has been undertaken.

3. Speculative fiction is a film genre defined by Shale (2008) linking Science Fiction to Fantasy, and including the sub-categories ‘alternative history, apocalyptic, dystopian, cyberpunk, hard and light science fiction, and dark and light fantasy’.