Vocal Revelations: Body and Voice in the Language Classroom
Pedagogical Guide
Speaking is a physical activity, and this fact should take a central role in second language learning where the physicality is different from that experienced with our native tongue. Here the authors seek to enable teachers to include meaningful work on the body and voice in the language classroom, providing both a theoretical background concerning the physicality of speech, and ready-to-use activities. Increasing learners’ awareness of what happens as they speak, through experimentation and “pl...
Note de l’éditeur
Cet ouvrage a été produit avec le soutien du programme IDEX Université Grenoble Alpes.
Illustrations by Teresa Robertson.
Éditeur : UGA Éditions
Lieu d’édition : Grenoble
Publication sur OpenEdition Books : 22 mai 2026
ISBN numérique : 978-2-37747-596-4
DOI : 10.4000/169es
Collection : Université tous terrains
Année d’édition : 2026
Nombre de pages : 126
Speaking is a physical activity, and this fact should take a central role in second language learning where the physicality is different from that experienced with our native tongue. Here the authors seek to enable teachers to include meaningful work on the body and voice in the language classroom, providing both a theoretical background concerning the physicality of speech, and ready-to-use activities. Increasing learners’ awareness of what happens as they speak, through experimentation and “play” with sound, energy, emotion and physical space, will improve their vocal confidence, control and quality. This approach draws on elements of theatre, dance and music training as well as language pedagogy, and is relevant to both second language acquisition and public speaking in general.
Université Grenoble Alpes
IdRef : 278958710
Marieke de Koning holds a PhD in Educational Sciences (UGA) and Linguistics (University of Bologna). After a long career as a choreographic artist, she transitioned to teaching English. Her research focuses on plurilingual interactions and multimodality in both face-to-face interactions and additional language teaching and learning.
IdRef : 284212830
Chris Mitchell is an English teacher, vocal coach, playwright and theatre director, trained at the Royal Central School of Speech and Drama (London). He has led English theatre workshops at UGA and Grenoble INP – UGA for many years.
Grenoble INP
IdRef : 149826915
Rebecca Guy holds a PhD in Musicology (Manchester University). She has taught English at Grenoble INP – UGA for more than 15 years. Her research focuses on language didactics, particularly on the connections between music, prosody, and orality in the acquisition of English as an additional language (L2). In addition, she is a classical musician and slam poet.
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