(Re-)Creating the Critique: In(tro)ducing the Semiotics of Theatre in the Foreign-language Performance Project

Abstract

Theatrical performance comes in a variety of shapes, sizes, and qualities on college campuses, large and small. Students participate not only in the usually high-budget productions destined for the theatre department's main stage, but also in less elaborate productions connected to theatre classes or even English drama classes. Those play productions that evolve from foreign-language are frequently considered the "low" end of campus performance. Many of us who teach foreign languages believe in theatrical performance for a variety of reasons, and some of us regularly run our program's most demanding course, the foreign-language theatre practicum. In this practicum we mostly literary- and language-oriented academics direct students in the production of a play in a foreign language, usually a classic text.

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