{"id":17,"date":"2015-06-29T13:43:37","date_gmt":"2015-06-29T12:43:37","guid":{"rendered":"https:\/\/apps.atilf.fr\/homepages\/vprivas\/?page_id=17"},"modified":"2025-12-18T10:31:54","modified_gmt":"2025-12-18T09:31:54","slug":"publications","status":"publish","type":"page","link":"https:\/\/perso.atilf.fr\/vprivas\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Ouvrages<\/b><\/span><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2026). Occuper la sc\u00e8ne, habiter la langue. <\/em>Le th\u00e9\u00e2tre immersif et les exp\u00e9riences immersives augment\u00e9es dans une approche \u00e9nactionnelle en didactique des langues<\/i>. (titre provisoire).<\/p>\n

Gadille, M., Impedovo, M.A., R\u00e9mon, J., Privas-Br\u00e9aut\u00e9, V<\/strong>., Feuilladieu, S. et Tessadu, T. (2026). Le coll\u00e8ge virtuel \u00e0 l\u2019\u00e9preuve des enseignants et des \u00e9l\u00e8ves<\/em> (titre provisoire). [Manuscrit soumis \u00e0 publication].<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2018).\u00a0Immersion dans le conflit nord-irlandais : Le th\u00e9\u00e2tre didactique de Stewart Parker (1941-1988) et Anne Devlin (1951-)<\/em>. Editions Pers\u00e9e, collection l\u2019Arbre du Savoir. ISBN 978-2-8231-1896-4<\/p>\n

Coordination\u00a0<\/strong><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (dir.). (2026). English Teacher Training in a 21st century, globalized world<\/em>. Editions Peter Lang.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (dir.) (2024). Du recueil de donn\u00e9es \u00e0 l\u2019analyse des corpus en didactique des langues : \u00c9thique, proc\u00e9dure, outils, moyen<\/em>s. Presses Universitaires de Rennes, collection Paideia. EAN : 9782753592452<\/p>\n

R\u00e9mon, J. & Privas-Br\u00e9aut\u00e9, V.<\/strong> (2018). Confiance, reliance et apprentissage des langues dans l\u2019enseignement sup\u00e9rieur. Recherche et Pratiques P\u00e9dagogiques en langues de sp\u00e9cialit\u00e9,\u00a0<\/span>Les Cahiers de l\u2019APLIUT<\/em><\/a>, 37 (1), 1-13.<\/p>\n

Articles dans des revues \u00e0 comit\u00e9 de lecture<\/strong><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2026). Du fragment au texte : vers une approche \u00e9nactionnelle de la po\u00e9sie en langues. Les Langues modernes<\/em>. (soumis).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2026). The Listening Body: Sensory and Embodied Learning in Shannon Yee\u2019s Reassembled, Slightly Askew. <\/em>Revue Coup de Th\u00e9\u00e2tre<\/em>. (soumis).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2025). Augmented Enactive Learning: Fostering Environmental Awareness through AR Immersive Theater<\/a>. Journal of Education and Learning Environments, 1 <\/em>(1).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2024). Creating new learning environments in virtual reality: Perceptions of English student-teachers<\/a>.<\/span><\/span>\u00a0Alsic<\/em><\/a>, 27<\/em> (1), 1-47.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2023). Improvisation and Role-play as Enactive Pedagogical Devices to Learn and Teach English as a Foreign Language<\/a>, NJ: Drama <\/em>Australia<\/em> Journal,<\/em> 46<\/em>(1).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2023). R\u00e9alit\u00e9 virtuelle et apprentissage\/enseignement des langues : Dispositif de d\u00e9veloppement de comp\u00e9tences en autonomie. M\u00e9langes CRAPEL<\/em><\/a>, <\/a>44<\/em>(1), p. 99-120.<\/p>\n

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R\u00e9mon, J. & Privas-Br\u00e9aut\u00e9, V<\/strong>. (2023).Identit\u00e9 de locuteur, identit\u00e9 d\u2019enseignant : le dessin de blason comme outil de conscientisation de soi en formation d\u2019enseignants d\u2019anglais.<\/span>\u00a0Recherche et pratiques p\u00e9dagogiques en langues de sp\u00e9cialit\u00e9<\/em><\/a>, 42<\/em>(1), 1-63.<\/p>\n<\/div>\n

Gadille, M., Impedovo, M.-A., \u00a0Corvasce, C., R\u00e9mon, J. Feuilladieu, S. & Privas-Br\u00e9aut\u00e9, V.<\/strong> (2022). Une recherche-action participative \u00e0 l\u2019\u00e9preuve des communaut\u00e9s de pratiques en \u00e9ducation.\u00a0Recherche et formation<\/em>,<\/a> 99, p.101-119.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2022). Mise en sc\u00e8ne du corps d\u00e9mat\u00e9rialis\u00e9 de l\u2019apprenant en langues : La r\u00e9alit\u00e9 virtuelle comme dispositif enactif prometteur. Recherche et pratiques p\u00e9dagogiques en langues de sp\u00e9cialit\u00e9<\/a><\/em>, 41<\/em>(1), 1-47.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2021).Int\u00e9grer la r\u00e9alit\u00e9 virtuelle dans les formations d\u2019enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif. The Langscape Journa<\/a>l<\/em>, 3<\/em>, p. 103-116.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2020).Repr\u00e9sentations de la valeur didactique du jeu th\u00e9\u00e2tral en cours de \u00ab qualit\u00e9 linguistique de la langue orale \u00bb par divers \u00e9tudiants anglicistes de Master 2. Recherches en didactique des langues et des cultures<\/em><\/a>, 17<\/em>(3), 1-40.<\/p>\n

Kalyaniwala, C., Ciekanski, M., Molle, N. & Privas-Br\u00e9aut\u00e9, V<\/strong>. (2020). Real and perceived affordances of Immersive Virtual Environments in a language teacher-training context: effects on the design of learning tasks. Revista Doc\u00eancia e Cibercultura, <\/a>4<\/em> (3), p. 83-111.<\/p>\n

Molle, N., Ciekanski, M. & Privas-Br\u00e9aut\u00e9, V.<\/strong> (2020). La r\u00e9alit\u00e9 virtuelle comme vecteur d\u2019immersion pour apprendre les langues. Etudes en Didactique des Langues, \u00a0\u00ab\u00a0Transmission et vecteurs\u00a0\u00bb<\/em>, 34<\/em>, p.60-89.<\/p>\n

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Chateau, A., Ciekanski, M. Paris, J., Molle, N & Privas-Br\u00e9aut\u00e9, V.<\/strong> (2019). Adding virtual reality to the university self-access language centre. <\/span><\/span>European Journal of Language Policy,<\/a>\u00a0<\/em>11<\/em>(2)<\/span>, <\/span>p. 257-274.\u00a0<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

Privas-Br\u00e9aut\u00e9, V. (2019). Drama Activities in a French Undergraduate Business School to Manage Speaking Anxiety in English.\u00a0Scenario, Journal for performative language learning, teaching, research<\/a><\/em>, vol. XIII, n\u00b02, p.154-167.\u00a0<\/span><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2018). Le jeu et les techniques dramatiques en classe de langue : Un levier pour la co-construction des comp\u00e9tences professionnelles<\/a>. M\u00e9langes CRAPEL, 38 (<\/em>2), p.77-93.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2017). D\u00e9veloppement cognitif et apprentissage\/acquisition de l\u2019anglais langue des affaires en IUT \u00e0 travers le jeu : Utilisation des mondes virtuels. Recherche et Pratiques P\u00e9dagogiques en Langues de Sp\u00e9cialit\u00e9 – Les Cahiers de l\u2019APLIUT<\/a><\/em>, \u00ab Jeux et Langues dans l\u2019enseignement sup\u00e9rieur \u00bb, 36<\/em> (2), 1-43.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2017). Les mondes virtuels : Des dispositifs de cr\u00e9ation innovants pour d\u00e9velopper les comp\u00e9tences g\u00e9n\u00e9rales et langagi\u00e8res ? Etudes en Didactique des Langues<\/em>, \u00abNouvelles voies, nouvelles voix \u00bb, 27, \u00a0p.43-56.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2016). L\u2019apprentissage de l\u2019anglais par le jeu dramatique et les techniques dramatiques en IUT : dispositifs de professionnalisation et de socialisation. \u00a0Lingua E Nuova Didattica, \u00ab\u00a0<\/em>Approcci teatrali nella didattica delle lingue. Parola, corpo, creazione\u00a0\u00bb. n\u00b0 2, p. 93-119.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2016). Creating an avatar to become the \u201cspect-actor\u201d of one\u2019s learning of ESP. The Eurocall Review<\/a>,<\/em> 24(1), p. 40-52.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2015). Dramatic Activities and ICTE in Language Acquisition: Learning a foreign language for professional\/specific purposes through role plays and online games. \u00a0Journal of Global research in Education and social science<\/em>,<\/a> 3<\/em> (3), 132-136.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2015). Au Carrefour du didactisme brechtien et de la r\u00e9sistance post-coloniale : Protestants<\/em> (2004) de Robert Welch. The Postcolonialist<\/em>, \u00abIntersectionality, class and (de)colonial praxis \u00bb<\/a>, 2<\/em> (2).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2014). The Trinity of A New Age. Three struggling Women in Anne Devlin\u2019s Ourselves Alone<\/em> (1986) and After Easter<\/em> (1994). \u00a0Folia Litteraria Polonica,<\/em> 2<\/em> (24), p. 139-150.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2013). \u00a0Ex-centric Acts of Resistance in neo-Brechtian Didactic Drama: Owen McCafferty\u2019s Mojo Mickybo<\/em> (1998). Studi irlandesi<\/em>, \u00ab Ex-centric Ireland \u00bb, 3<\/em>, p.207-220.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2013). Following in Caryl Churchill\u2019s footsteps : Rona Munro\u2019s neo-Brechtian Didactic Paratext in Pandas<\/em> (2011). Journal of Irish and Scottish Studies<\/em>, \u00abContested Witnesses in Irish and Scottish literature \u00bb, 7<\/em>(1) p. 173-190.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2013). Le Jeu dramatique comme dispositif de consolidation des comp\u00e9tences en anglais \u00bb, \u00a0Les Langues Modernes<\/em>, n\u00b01, 2013, p. 58-66.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2013). De l\u2019Utilisation de la musique dans le th\u00e9\u00e2tre contemporain en Irlande du Nord. Les pi\u00e8ces de Christina Reid (Tea in a China Cup<\/em>, 1983), Stewart Parker (Pentecost<\/em>, 1987) et Marie Jones (A Night in November<\/em>, 1994). Atelier-Th\u00e9\u00e2tre<\/em>, 49<\/em>, p.19-27.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2011). How to \u201creshape the Contours of Northern Irish Drama\u201d? The Neo-Brechtian Use of Music in The Belle of The Belfast City<\/em> by Christina Reid. Revue Coup de Th\u00e9\u00e2tre<\/em>, \u00ab Le musical, stage and screen \u00bb, 25<\/em>, p.185-202.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2010). Monological Drama to re-define a Northern Irish Identity: A Night in November<\/em> by Marie Jones. Estudios Irlandeses<\/em>, 5, p.68-80.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2010). Mojo Mickybo<\/em> de Owen McCafferty. \u00a0Ag\u00f4n, Revue des arts de la sc\u00e8ne<\/a>, 3, <\/em>1-16.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2010). Une Lueur d\u2019espoir au c\u0153ur des Troubles nord-irlandais : Pentecost<\/em> de Stewart Parker. Loxias<\/em>, 30.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2010). Ali\u00e9nations et Gu\u00e9risons dans After Easter<\/em> de Anne Devlin. Les Chantiers de la cr\u00e9ation<\/em><\/a>, 3, 1-18.<\/p>\n

Chapitres dans des ouvrages collectifs<\/strong><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2024). Virtual Reality in an Enactive Paradigm: Introducing New Educational Immersive Environments in Second Language Teacher Education. In Ahlers, T. et Senkbeil, K. (dirs.). Virtual Reality in den Geisteswissenschaften \u2013 Konzepte, Methoden und interkulturelle Anwendungen [Virtual Reality in the Humanities \u2013 Concepts, Methods, and Intercultural Applications<\/em>]. (pp.131-154). Peter Lang.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2023). Environnements virtuels immersifs pour l\u2019apprentissage des langues dans un paradigme enactif : quelle place pour l\u2019empathie et les \u00e9motions ? \u00a0In Aden, J., Eschenauer, S. & Maitre de Pembroke, E. (dirs.). Empathie et bienveillance au c\u0153ur de l\u2019apprenance.<\/i> (pp. 335-364). \u00c9ditions le Manuscrit.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2019). Drama activities to create a positive language learning environment in higher education. In Domingues de Almeida, J. et al. (dirs.). Para l\u00e1 da tarefa : implicar os estudantes na aprendizagem de l\u00ednguas estrangeiras no ensino superior. <\/em>(pp.292-309). FLUP.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2012). \u201cWords, always Words, but no Action\u201d? : the Actor\u2019s Body as a Heterotopic Language in Bill Morrison\u2019s The Marriage<\/em>. In Trench, R. (dir.). Staging Thought: Essays on Irish Theatre, Scholarship and Practice. <\/em>(pp.93-109.)\u00a0Peter Lang.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2011). Reshaping Northern Irish Drama after the GFA. Brechtian Epic Elements in The Force of Change<\/em> (2000) by Gary Mitchell. In Neri, C. & Villard, F. (dirs.). Global Fences. Literatures, Limits, Borders. <\/em>(pp. 213-225). <\/em>p.131-154). Editions Universit\u00e9 Lyon 3.<\/p>\n

Actes de colloque<\/strong><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2025). Immersive Virtual Reality Drama in Language Learning\/Teaching. In Giebert, S. & G\u00f6ksel, E. (dirs.). Dramap\u00e4dagogik-Tage 2023\/Drama in Education Days 2023 \u2013 Conference Proceedings of the 8th Annual Conference on Performative Language Teaching and Learning.<\/em> (sous presse).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2025). \u00c9tude du v\u00e9cu ph\u00e9nom\u00e9nologique au prisme de la focalisation dans le th\u00e9\u00e2tre immersif augment\u00e9 pour explorer le d\u00e9veloppement des comp\u00e9tences des apprenants d\u2019anglais. In Garson, C. et Ronfard, R. (dirs). Actes des Journ\u00e9es d\u2019informatique th\u00e9\u00e2trale 2024, Avignon.\u00a0https:\/\/hal.science\/JIT\/hal-05138644v1<\/a><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2025). Formation des enseignants de langues vivantes aux techniques th\u00e9\u00e2trales : Une proposition de mod\u00e9lisation. In \u00a0Enseignement des langues et pratiques th\u00e9\u00e2trales : oralit\u00e9, mise en sc\u00e8ne, technicit\u00e9<\/em>. Colloque organis\u00e9 par le PLIDAM \/ INALCO. Editions Les Archives Contemporaines. \u00a0(sous presse).<\/p>\n

Privas-Br\u00e9aut\u00e9, V.<\/strong> & Ciekanski, M. (2022). Interagir dans la r\u00e9alit\u00e9 virtuelle : Au-del\u00e0 de l\u2019effet \u00abwow\u00bb, \u00e9tude de technologies immersives pour l\u2019apprentissage des langues en situation. In Dr\u00f4les d’objets : un nouvel art de faire<\/i><\/a>.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2021). Drama Activities to Support Oral Communication and Interaction in English Language Learning in French Higher Education: Still a long way to go…. In Giebert, S. & G\u00f6ksel, E. (dirs.). Dramap\u00e4dagogik-Tage 2019\/Drama in Education Days 2019 \u2013 Conference Proceedings of the 5th Annual Conference on Performative Language Teaching and Learning. (<\/a>pp. 53-67).<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2007). Stewart Parker (1941-1988) et Anne Devlin (1951-) : Porte-parole d\u2019une g\u00e9n\u00e9ration en p\u00e9ril. In Kimmel, F. & Meszaros, T. (dirs.). Discours sur l\u2019autre, discours sur soi. Constructions identitaires face \u00e0 l\u2019alt\u00e9rit\u00e9. <\/em>(pp. 73-89). <\/em>Publications de l\u2019Universit\u00e9 Jean Moulin-Lyon 3.<\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2005). Le Belfast d\u2019Anne Devlin, entre Enfer et Paradis. In \u00a0Ramadier, B.-J. \u00a0(dir.), Villes de Pierres, de Toile et de Papier. <\/em>(pp. 67-81).\u00a0 Publications de l\u2019Universit\u00e9 Jean Moulin -Lyon 3.<\/p>\n

Comptes rendus d\u2019ouvrages<\/strong><\/p>\n

2018<\/p>\n

Tardieu, C. & Eells, E. (dir., 2018), Livre Blanc de la formation en \u00e9tudes anglophones. Commission Formations de la Soci\u00e9t\u00e9 des Anglicistes de l’Enseignement Sup\u00e9rieur, Paris. http:\/\/saesfrance.org\/mars-2018-publication-du-livre-blanc-de-la-formation-en-etudes-anglophones\/ in Les Cahiers de l’ACEDLE, Quelles m\u00e9diations en didactique des langues et des cultures?<\/a>, n\u00b0 15-2, 2018.<\/p>\n

2012<\/p>\n

Dawe, Gerald & Maria Johnston, Clare Wallace (eds.), Stewart Parker, Dramatis Personae & Other Writings<\/em>, Litteraria Pragensia, Prague: 2008 et Wallace, Clare (ed). Stewart Parker, Television Plays<\/em>. Litteraria Pragensia, Prague: 2008. In The Messenger, <\/em>revue litt\u00e9raire de \u201cThe European Society for the Study of English\u201d, 21.1, 2012, p. 85-89.<\/p>\n

2011<\/p>\n

Lonergan, Patrick (dir.), The Methuen Drama Anthology of Irish Plays<\/em>. London: Methuen Drama, 2008. In Etudes irlandaises<\/em>, n\u00b0 36-1, printemps 2011, p.195-6.<\/p>\n

2007<\/p>\n

Millar, Adrian, Socio-ideological Fantasy and the Northern Ireland Conflict. The Other Side.<\/em> Manchester: Manchester University Press, 2006. In Etudes irlandaises<\/em>, n\u00b0 32-1, printemps 2007, p.152-3.<\/p>\n

Autres publications<\/strong><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2025). The War of the Worlds<\/a><\/em> – Reshaping Immersive Theatre for English as a Foreign Language Learning. Drama & Theatre Magazine<\/em>, Summer 1.<\/p>\n

Ciekanski, M. & Privas-Br\u00e9aut\u00e9, V.<\/strong> (2019). La r\u00e9alit\u00e9 virtuelle 3D en soutien des apprentissages de langues : le r\u00f4le du contexte de communication dans les environnements immersifs.<\/a><\/p>\n

Privas-Br\u00e9aut\u00e9, V. (2015). Evolution de la profession d\u2019enseignant de langue vivante gr\u00e2ce aux TICE<\/a>. Ludomag, cha\u00eene d\u2019information sur le digital et l\u2019\u00e9ducation.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ouvrages Privas-Br\u00e9aut\u00e9, V. (2026). Occuper la sc\u00e8ne, habiter la langue. Le th\u00e9\u00e2tre immersif et les exp\u00e9riences immersives augment\u00e9es dans une approche \u00e9nactionnelle en didactique des langues. (titre provisoire). Gadille, M., Impedovo, M.A., R\u00e9mon, J., Privas-Br\u00e9aut\u00e9, V., Feuilladieu, S. et Tessadu, … Continuer la lecture →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":158,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":878,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/17\/revisions\/878"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}