• Creativity in EAP: •How far can we go? • • • • Libor Štěpánek • Masaryk University Language Centre • lstep@fss.muni.cz Obrázek23 outline -CJV MU - -theory -creativity -language learning -community of practice - •- examples • • • Masaryk University Language Centre •45,000 MU •10,000 LC •100 •7 •3 • fakulta_lekarska2_small vjs1 Creativity? • orientace Creativity •is a complex and multi-faceted phenomenon, which prevents promotion of a universally accepted definition; (Treffinger et al., 2002) • •is a function of intelligence which takes many forms and draws from different capacities. (Robinosn, K., 2009) • • •every individual has it to some degree; • (Csikszentmihalyi, 1996) • •potential for creativity is innate in individuals; • (Torrance 1970, Runco et al., 2010:362) • •has levels, … we can ask ‘how creative’ we are; • (Treffinger et al., 2002) • •people cannot be taught creativity but, instead, the right combination of personal characteristics and an encouraging environment could produce it. • (Csikszentmihalyi, 1996; Heindel and Furlong, 2000) http://www.youtube.com/watch?v=mddD1yGREKQ&feature=related Why creative language learning? •“…the use of any language is inherently creative…” • • … we ……. “…re-define, re-create and/or re-produce things • by firstly questioning them, then by looking at them • from a fresher, different angle or perspective, and • finally by formulating and/or producing a renewed, • different alternative of the very thing that is being • looked at…” • (Clarke, 2010: p.2) • • Shenzhen 27 Why community-of-practice? •Discourse communities: –a top down style within a given hierarchy – – •Communities of practice: –a combination of formal patterns of communication with an informal exchange of information within a negotiated learning environment – – (Morgan, 2008: 17) IMG_1020 situations CREATIVE PERSONALITY J.P. Guilford •fluency • •flexibility • •originality • •elaboration • Prove that this chair does not exist (max. 200 words). slova-ang lepo preparace areas of development barriers • perception • environment • culture • emotions • intellect • expression • IMG_1070 DSC00382 •…and some activities… • Tim Brown on creativity serious Adapted from: http://www.ted.com/talks/tim_brown_on_creativity_and_play.html syllabus + fakulta_lekarska2_small IMG_0783 IMG_0783 fakulta_lekarska2_small 35 35 35 35 Projekt IMPACT - semináře pro učitele jazyků na vysoký školách logo_-_masarykova_uni_thumbnail.jpg Obrázek15 syllabus Projekt IMPACT - semináře pro učitele jazyků na vysoký školách logo_-_masarykova_uni_thumbnail.jpg Obrázek15 •Autumn term 2011 –reading between the lines –academic writing style •Spring Term 2012 –academic paragraph writing –panel discussion •Autumn Term 2012 –small talk –grammar – first session • • first session •expressional fluency • vety-angl I…..S…..A……W……R….. . first session •expressional fluency • • •barriers: •“ …it is not academic“ •“ ….it is just a game“ •“ …it is not creative“ •“ …I was not sure about spelling of some words“ •“ …it is not good to use informal words in academic English“ •“ …my grammar is very bad“ vety-angl first session istock-values •adaptive flexibility • •Right now mum is 21 years older than her child. In 6 years her child will be 5 times younger than she. • • first session istock-values •adaptive flexibility • •Right now mum is 21 years older than her child. In 6 years her child will be 5 times younger than she. • • • Where is daddy? Answer • If in 6 years the mother will be 21 years older than and 5 times as old as the child, then: •5*(X+6) = (X+6)+21 4*(X+6) = 21 X+6 = 5.25 X = -0.75 • Answer • If in 6 years the mother will be 21 years older than and 5 times as old as the child, then: •5*(X+6) = (X+6)+21 4*(X+6) = 21 X+6 = 5.25 X = -0.75 •At present the child is: • three quarters of a year before being born. And three quarters of a year is nine months… grammar • grammar •Complete the sentences in reported speech. • •John said, "I love this town." John said ____________________________ . •"Do you like soccer ?" He asked me. He asked me ____________________________ . •"I can't drive a lorry," he said. He said ____________________________ . •"Don't waste your money" she said. She told the boys ____________________________ . •"What have you decided to do?" she asked him. She asked him ____________________________ . •"You should revise your lessons," he said. He advised the students ____________________________ . • (Adapted from: http://www.myenglishpages.com/site_php_files/grammar-exercise-reported-speech.php) grammar •Complete the sentences in reported speech. • •John said, "I love this town." John said ____________________________ . •"Do you like soccer ?" He asked me. He asked me ____________________________ . •"I can't drive a lorry," he said. He said ____________________________ . •"Don't waste your money" she said. She told the boys ____________________________ . •"What have you decided to do?" she asked him. She asked him ____________________________ . •"You should revise your lessons," he said. He advised the students ____________________________ . • (Adapted from: http://www.myenglishpages.com/site_php_files/grammar-exercise-reported-speech.php) https://www.youtube.com/watch?v=yMErdpA804Y grammar https://www.youtube.com/watch?v=yMErdpA804Y grammar Find similar examples of reported speech in your favourite films or videos and share them with your colleagues. reading Obrázek16 reading Obrázek16 reading Obrázek16 Find a text in your field of study which you believe represents high quality academic writing. reading Obrázek16 obr1 Obrázek18 competition/games peer-review text analysis search strategies genre discussion 35 35 35 19 writing 735771 32 writing webquest http://www.youtube.com/watch?v=MNsH0RW7lvM http://www.youtube.com/watch?v=mbxKUBsTWF8 writing on-line lectures http://www.youtube.com/watch?v=w183qB0KDFg writing development actitivities •associational fluency –“The author says …“ –Write as many synonyms to the verb „say“ as possible. – •word fluency –Write as many words as possible you would never use in academic writing. – •elaboration – “This paper presents …“ –Finish the sentence in 5 different ways. • slova-ang writing production • Obrázek22 Obrázek23 Obrázek26 writing peer-review • Obrázek22 Obrázek23 Obrázek26 feedback • tutor1 Can we… •create a community of practice? • •offer diverse settings and materials for diverse styles of learning? • •create real-life-like-situations? – •show barriers? • •train fluency, flexibility, elaboration and originality, etc.? • • • DSC00383 key-sculpture_1593818i