ABSTRACT
This introductory chapter provides some key definitions of the concepts informing the Sorgente study. First, the chapter defines performative language teaching as an embodied pedagogy. Performative language pedagogy is illustrated in terms of its roots, main influences and orientation towards using the arts in language education. Second, it grounds the discussion in contemporary research, exploring the impact of the arts, particularly drama, music and the visual arts, on language acquisition, providing a comprehensive synthesis of evidence-based research in a variety of settings, including that of refugees and migrants. The chapter then turns to describe the three research contexts of the Sorgente study, in Ireland and Italy, in terms of the aims, research questions, analysis and research themes. Finally, the chapter discusses the ethos of the study, and the six key principles guiding trauma-informed approaches in education.
