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Dr. Erika Caterina Piazzoli

Assistant Professor (Education)

I joined Trinity College Dublin in September 2015 as an Assistant Professor in Arts Education. My research interests are within the areas of drama in education; embodiment and aesthetic learning; applied linguistics; performative language pedagogy and research. In my book 'Embodying Language in Action: The Artistry of Process Drama in Second Language Education' (Palgrave/Springer, 2018) I discuss my 10 years of practitioner research. In 2016 I created the 'Embodying Language' module, a postgraduate course that explores research, theory and practice in my field. I teach on the Drama in Education and Language Education Master's programme and supervise a number of Master students. I also teach within the Professional Master of Education (PME), a professional qualification designed for those who wish to work as post-primary teachers in Ireland, coordinating the Arts Education and Drama in Education modules. I conducted my PhD research at Griffith University (Brisbane, Australia) where I worked as a researcher and lecturer from 2002 to 2014.
  Aesthetics   Arts Education   classroom second language learning/acquisition   Drama and theatre in education   Educational Psychology   Neuroscience   Teacher Education
 Sorgente: Engaging asylum seekers, refugees and their teachers in performative language pedagogy
 Embodiment in Arts-based Language Learning for Students with Intellectual Disabilities: Integrating Visual arts and Italian

Language Skill Reading Skill Writing Skill Speaking
English Fluent Fluent Fluent
French Fluent Fluent Fluent
Italian Fluent Fluent Fluent
Polish Basic Basic Basic
Spanish Fluent Fluent Fluent
Details Date From Date To
Association for Drama in Education Ireland (ADEI) 2015 2017
Teacher Training and Education 2016 2017
International Baccalaureate (IB) Network 2012
Erika Piazzoli; John Kubiak, 'The only learning I'm going to get': Students with intellectual disabilities learning a second language through performative pedagogy, Scenario: Journal for Performative Teaching, Learning, Research , 13, (1), 2019, p21 - 41, Journal Article, PUBLISHED  TARA - Full Text  URL
Fiona Dalziel; Erika Piazzoli, 'It comes from you': agency in adult migrants' language learning through process drama, Language Learning in Higher Education, Special issue: Language learning for and with refugees in higher education, 9, (1), 2019, p7 - 32, Journal Article, PUBLISHED  TARA - Full Text  URL
Erika Piazzoli, Embodying Language in Action: The Artistry of Process Drama for Second Language Education, Cham, Switzerland, Palgrave Macmillan / Springer Nature , 2018, Book, PUBLISHED  URL
Voice as aesthetic element of language learning: Enhancing learners' performance through actors' voice training in, editor(s)Oliver Mentz, Micha Fleiner , The Arts in Language Teaching. International Perspectives: Performative - Aesthetic - Transversal, M√ľnster, Lit Verlag, 2018, pp75 - 90, [Erika Piazzoli, Claire Kennedy], Book Chapter, PUBLISHED
Intercultural Dramatic Tension and Intercultural Engagement in, editor(s)John Crutchfield, Manfred Schewe , Performative Approaches to Foreign and Second Language Education: Intercultural Contexts and Perspectives, London, Multilingual Matters, 2017, pp172 - 196, [Erika Piazzoli], Book Chapter, PUBLISHED
Luca Marrucci, Erika Piazzoli, Evaluating Learner Engagement in Arts Education: Perspectives from Music and Drama in Education, 3rd International Conference on Higher Education Advances (HEAd'17), Valencia, Spain, June 21-23 2017,, 2017, pp1068 - 1075, Conference Paper, PUBLISHED  TARA - Full Text  URL
Scenario: JOURNAL FOR PERFORMATIVE TEACHING, LEARNING, RESEARCH, 2, XI, (2017), Erika Piazzoli, Eucharia Donnery, [Guest Editor], Journal, PUBLISHED  URL
Erika Piazzoli, Mapping an ethnography of change in teachers of Italian (L2) learning process drama, Teaching Italian Language and Culture Annual, N/A, (N/A), 2016, p96 - 114, Notes: [], Journal Article, PUBLISHED  TARA - Full Text  URL
Sociocultural Theory, Process Drama and Second Language Learning in, editor(s)Davis, Susan; Ferholt, Beth; Grainger Clemson, Hannah; Satu-Mari Jansson; Ana Marianovic-Shane , Dramatic Interactions in Education: Vygotskian and Socio-cultural Approaches to Drama, Education and Research, New York, Bloomsbury, 2015, pp153 - 160, [Penny Bundy, Erika Piazzoli, Julie Dunn], Book Chapter, PUBLISHED
Erika Piazzoli, Translation in Cross-language Qualitative Research: Pitfalls and Opportunities., Translation and Translanguaging in Multilingual Contexts, 1, (1), 2015, p80 - 102, Journal Article, PUBLISHED

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Erika Piazzoli, Process Drama: Aneddoto Contro la Sonnolenza, Officina: La rivista per insegnanti di ALMA Edizioni, Aprile, 2012, Journal Article, PUBLISHED
Erika Piazzoli, The Power of 'Teacher in Role', Journal of Modern Language Teachers' Association of Queensland, 49, 2010, Journal Article, PUBLISHED


Award Date
Griffith University Academic Excellence - Chancellor's Medal Nominee for excellence in Ph.D. Thesis (Awareded with no revisions) 2013
Griffith University Young Alumni of the Year (School of Education) 2013
Griffith University Publication Award, Postgraduate Category 2012
Winner of the Three Minutes Thesis Competition - Griffith University 2012
Griffith University Publication Award, Postgraduate Category 2011
Winner of the Three Minute Thesis Competition (School of Education) Griffith University 2011
Cassamarca Scholarship Award ( honor issuer Australasian Centre for Italian Studies (ACIS) 2010
Griffith University Australian Postgraduate Award (APA) 2009
Griffith University Excellence Award for the Bachelor of Applied Theatre (Honours) 2008
Griffith University Excellence Award for the Bachelor of Communication 2008
Language as performance. Social behaviour as performance. Dramatic form as performance. As an inter-disciplinary genre, 'performative language pedagogy' embraces the concepts of performance in linguistics, performance studies and aesthetic theory. Within performative language teaching, process drama differs from scripted theatre as it has no external audience and does not build towards a final show. Rather, it aims to engage the participants (language learners) in an aesthetic and intercultural experience that follows a cycle of experience, action and reflection. It is based on the premise that all teaching can be seen as an art form and that, conversely, performative teaching implies artistry. If so, what does this artistry involve when teaching a foreign language? I'm interested in performative language pedagogy, teacher education and particularly how we learn through embodiment. Within this area, my research has focused on the language learning experiences of refugees and migrants and their teachers.