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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. Currently I serve as Global Relations Director and International/Erasmus Student Coordinator (School of Education) and Civic Engagement Faculty Representative. I teach on the Drama in Education and Language Education Master in Education (M.Ed) programmes and supervise a number of Master and PhD students. I also teach Drama and Arts in Education within the Professional Master of Education (PME), a professional qualification designed for those who wish to work as post-primary teachers in Ireland. In my book 'Embodying Language in Action: The Artistry of Process Drama in Second Language Education' (Palgrave/Springer, 2018) I discuss 10 years of practitioner research. My research interests are within the areas of drama in education; embodiment and aesthetic learning; applied linguistics; performative language pedagogy and research. I am Principal Investigator of research project Lacunae: Embodying the Untranslatable and Sorgente: Engaging asylum seekers, refugees and their teachers in performative language pedagogy. The Sorgente project recently featured as part of the Change Makers documentary series (episode 6) on Irish National Broadcaster RTE 1.
  Aesthetics   Arts Education   classroom second language learning/acquisition   Drama and theatre in education   Educational Psychology   Neuroscience   Teacher Education
 Lacunae: Embodying the Untranslatable
 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
Erika Piazzoli, Giulia Tiozzo, Il teatro nella glottodidattica: Il process drama dalla teoria alla pratica, Rome, Armando Editore, 2023, 1 - 420pp, Book, PUBLISHED  URL
Piazzoli, Erika & Schewe, Manfred, Arts education in Ireland: Visions of a performative teaching, learning and research culture, JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES, 1, 2023, p72 - 83, Journal Article, PUBLISHED  TARA - Full Text  DOI  URL
The Elements of Drama in Second Language Education: An Intercultural Perspective in, editor(s)Mary McAvoy, Peter O'Connor , The Routledge Companion to Drama in Education, Abingdon, Oxon, Routledge, 2022, pp391 - 407, [Erika Piazzoli], Book Chapter, PUBLISHED  TARA - Full Text  URL
Scenario: A Journal of Performative Teaching, Learning and Research, 15, 2, (2021), 1 - 147p, Erika Piazzoli, Fiona Dalziel, Garret Scally, [eds.], 1 year, Journal, PUBLISHED  TARA - Full Text  URL
Scenario: A Journal of Performative Teaching, Learning and Research, 15, 1, (2021), 1 - 145p, Susanne Even, Dragan Miladinović, Erika Piazzoli, Manfred Schewe, Fionn Woodhouse, [eds.], 1 year, Journal, PUBLISHED  TARA - Full Text  URL
Erika Piazzoli; Elif Kir Cullen, The double-edged sword of storytelling Performative language pedagogy with refugees, asylum seekers and migrants, Scenario: A Journal of Performative Teaching, Learning and Research, 15, (2), 2021, p1 - 26, Journal Article, PUBLISHED  TARA - Full Text  DOI
Erika Piazzoli; Elif Kir Cullen, The meaning (s) of practice: Puzzling through performative language practice with refugee learners. , Applied Theatre Research, 8, (2), 2020, p227 - 244, Journal Article, PUBLISHED  TARA - Full Text  URL
Taking the cloth off the telescope in, editor(s)S. Even, D. Miladinovic, & & B. Schmenk , Lernbewegungen inszenieren: Performative Zugange in der Sprach, Literatur und Kulturdidaktik, [Putting Learning Movements on Stage: Performative Approaches in Language, Literature and Culture Education.], Tubigen, Germany, Francke Attempto Verlag, 2019, pp23 - 32, [Erika Piazzoli], Book Chapter, PUBLISHED  TARA - Full Text  URL
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

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Erika Piazzoli, Autumn Brown, Fiona Dalziel, Rachael Jacobs, Garret Scally, Miriam Stewart, Sorgente Research Report: The Irish Case Studies, Trinity College Dublin, September 2023, 2023, p1 - 204, Report, PUBLISHED
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


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.