There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies—that combine dance and the learning of Swedish as an additional language at a Finnish upper secondary school. The study engages with new materialist theories to understand languaging as an activity and relational, embodied, and material processes. Using diffractive analysis with comics‐based research strategies, the analysis suggests that languaging‐and‐dancing become entangled through four doings: exploring, re‐working, co‐creating, and negotiating‐and‐switching. The spoken word choreographies offer a potentially valuable way to teach language in their move beyond students’ potential restrictions of vocabulary, structure, and grammar in the language to emphasize playfulness and creative explorations as part of language‐learning processes. In conclusion, the study proposes that dancing and spoken word, and the combination thereof, bring specific qualities to creating smooth languaging spaces that embrace wild, playful, creative, and unpredictable forces and movements in language‐learning practices.

中文翻译：

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高中额外语言学习实践中的口语编排：语言与舞蹈之间的纠葛


有人呼吁开发能够激发和激励学生学习其他语言的语言教学方法。虽然之前的研究指出了基于艺术的活动对语言学习的好处，但将语言和舞蹈结合起来主要是针对年轻的语言学习者进行的研究。这项研究以“语言舞蹈”课程为背景，探讨了口语编排——基于单词和动作的编排——将舞蹈和芬兰高中作为附加语言的瑞典语学习结合起来。该研究结合新唯物主义理论，将语言理解为一种活动以及关系、具体和物质过程。使用衍射分析和基于漫画的研究策略，分析表明语言和舞蹈通过四种行为纠缠在一起：探索、返工、共同创造以及谈判和转换。口语编排提供了一种潜在有价值的语言教学方法，超越了学生对语言词汇、结构和语法的潜在限制，强调趣味性和创造性探索，作为语言学习过程的一部分。总之，该研究提出，舞蹈和口语及其结合可以为创造流畅的语言空间带来特定的品质，在语言学习实践中拥抱狂野、有趣、创造性和不可预测的力量和动作。