This article tackles the issue of working in theatrical performance across multiple languages. More specifically, it documents and theorizes explorations conducted to attempt to bridge potential interpretation and communication disjunctures that might arise as actors who have a specific first language (L1) work in performance in a second/other language to which they have semantic/literal access but might not have the nuanced, multivalent and embodied access that is required to ‘present text in performance convincingly’ from their L2 situation [An argument can be made that when L1 texts are presented by L2 speakers to other L2 speakers, the problem falls away. For the purposes of this article, the emphasis is placed on presenting the L1 text as it might have been envisaged (noting the problems around such a stance).]. Such a multicultural/multilingual situation is prevalent in the South African tertiary training classroom, where it is usual to find that only a small minority have L1 access to English (for example) – the language of instruction. The article, therefore attempts ways of bridging this L1 (first language)/L2 (performance language) divide in training using the notion of prosody as the bridging strategy. Although our explorations worked with English, it is posited that the L1/L2 divide occurs in many societies, and therefore our conclusions and suggests we extrapolate would be of assistance in those domains, too.

中文翻译：

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表演中的 L1-L2 张力：朝向韵律探索以促进意图

本文解决了跨多种语言进行戏剧表演的问题。更具体地说，它记录并理论化了为尝试弥合潜在的解释和交流脱节而进行的探索，这些脱节可能出现在具有特定第一语言 (L1) 的演员以他们具有语义/文字访问的第二/其他语言进行表演时可能出现但可能没有从他们的 L2 情境中“令人信服地呈现文本”所需的细微、多价和具身化的访问[可以提出一个论点，即当 L2 说话者将 L1 文本呈现给其他 L2 说话者时，问题就消失了。就本文而言，重点放在呈现 L1 文本，因为它可能已经被设想（注意围绕这种立场的问题）。]。这种多元文化/多语言情况在南非高等教育培训课堂中很普遍，在那里通常发现只有少数人可以使用英语（例如）L1 语言——教学语言。因此，本文尝试使用韵律概念作为桥接策略，在训练中弥合这种 L1（第一语言）/L2（表演语言）鸿沟。尽管我们的探索适用于英语，但假设 L1/L2 鸿沟发生在许多社会中，因此我们的结论和建议我们推断的内容也会在这些领域有所帮助。因此，尝试使用韵律概念作为桥接策略来弥合 L1（第一语言）/L2（表演语言）在训练中的分歧。尽管我们的探索适用于英语，但假设 L1/L2 鸿沟发生在许多社会中，因此我们的结论和建议我们推断的内容也会在这些领域有所帮助。因此，尝试使用韵律的概念作为桥接策略来弥合 L1（第一语言）/L2（表演语言）在训练中的分歧。尽管我们的探索适用于英语，但假设 L1/L2 鸿沟发生在许多社会中，因此我们的结论和建议我们推断的内容也会在这些领域有所帮助。