This article originates from the precept that in addition to pedagogical content, the language that serves as the primary delivery mechanism of that content has an equal impact on the student. Instructional language serves as a mirror of a teacher’s belief sets and biases and is a primary currency for determining the kind of environment, relationships, and learning that is engendered in any learning situation, including the dance technique class. Working from this complexity, this paper offers a framework for intentional instructional language, framed as language literacy, for dance educators to consider. Informed by research in such areas as dance science, psychology, critical pedagogies, and education theory, this model is intended to foster a richer, more conscious interplay with instructional language that carries both content and intention, fostering the opportunity for teachers to revisit and reflect upon their language choices and their yoked pedagogical priorities.
|Keywords:||Dance Education, Postsecondary Education, Teacher Communication|
Associate Professor, Dance, University of Georgia, Athens, GA, USA