Die Neurodidaktik: Das Sprachenlernen durch Theaterarbeit revolutionieren

Abstract

Neurodidactics: revolutionizing language learning through drama

When reviewing the bulk of literature, we may find studies thtat tackle issues related to the concept of holism, the connection between neurobiology and learning processes, the controversial concept of neurodidactics with the following components: movement and learning, enthusiasm and learning, brain research and learning. However, little could be found on the contribution of theater pedagogy to the acquisition of the German language at the Algerian University. It can be highly informative to decide what the optimal conditions for learning are and whether they are taken into acount in curricula. The present paper aims at discussin the points raised above plus tackling didactic innovations in the field of education and higher education that can be used to free oneself from lethargy and traditional routine. Some findings show that it cannot be assumed that the educational institutions have the adequate modern means adapted to neurobiology. None of the competencies or meta-competences already mentioned can be evaluated in current educational systems. Of course, old educational content and paths use old evaluation methods and instruments. This also requires renewal of evaluation methods by supporters of education renewal at all levels. With means such as theater pedagogy, among others, the evaluation can include a human component and therefore lead to a better socialization of the didactic content and methods.