2014
Creative Approach to Language Teaching: Theory and Practice
ŠTĚPÁNEK, LiborZákladní údaje
Originální název
Creative Approach to Language Teaching: Theory and Practice
Autoři
ŠTĚPÁNEK, Libor (203 Česká republika, garant, domácí)
Vydání
Cercles 13th Conference: Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices, 2014
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Švýcarsko
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14640/14:00079076
Organizační jednotka
Centrum jazykového vzdělávání
Klíčová slova česky
CALT; tvořivost; akademická angličtina; výukové styly; laterální myšlení; konvergentní myšlení
Klíčová slova anglicky
CALT; creativity; EAP; teaching styles; learning styles; lateral thinking; convergent thinking
Příznaky
Mezinárodní význam
Změněno: 8. 4. 2015 12:03, PaedDr. Marta Holasová, Ph.D.
Anotace
V originále
This paper presents a newly developed method, a Creative Approach to Language Teaching (CALT), with the aim to offer a practice-oriented insight into the approach and into corresponding shifts in roles of teachers and learners in the academic environment. A fusion of creativity-related theories - organic system curriculum change (K. Robinson), system models (M. Csikszentmihalyi), lateral thinking (E. de Bono), divergent thinking (J.P. Guilford), community of practice (Lave,J. and Wenger, E.) and holistic approach to experiential programme development (Krouwel,B.) - was applied in the action research method in nine different courses in English, Czech, Spanish and French in the 2009-2013 period. Course syllabi, activities, students´ work and feedback were analysed and compared to non-CALT courses. Our findings indicate that teachers using CALT prefer adopting roles of language facilitators, guides and advisers to maintaining traditional hierarchically justified authoritative positions. They tend to share negotiated responsibilities with the rest of the learning community-of-practice and create a more flexible and dynamic learning environment. Students exposed to CALT, on the other hand, usually become natural co-authors and actively engaged creators of learning activities. Results of this pedagogical practice confirm that Creative Approach to Language Teaching enriches personal teaching styles, fosters autonomous learning and encourages flexibility of language courses across disciplines and languages. There, however, continues to be a need for research regarding its effectiveness potential and optimum balance between CALT and non-CALT methodologies.
Návaznosti
| CZ.1.07/2.2.00/28.0233, interní kód MU |
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