ŠTĚPÁNEK, Libor. Creative Approach to Language Teaching: Theory and Practice. In Cercles 13th Conference: Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices. 2014.
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Basic information
Original name Creative Approach to Language Teaching: Theory and Practice
Authors ŠTĚPÁNEK, Libor (203 Czech Republic, guarantor, belonging to the institution).
Edition Cercles 13th Conference: Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices, 2014.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Country of publisher Switzerland
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/00216224:14640/14:00079076
Organization unit Language Centre
Keywords (in Czech) CALT; tvořivost; akademická angličtina; výukové styly; laterální myšlení; konvergentní myšlení
Keywords in English CALT; creativity; EAP; teaching styles; learning styles; lateral thinking; convergent thinking
Tags International impact
Changed by Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 8. 4. 2015 12:03.
Abstract
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.
Links
CZ.1.07/2.2.00/28.0233, interní kód MUName: Inovace, metodika a kvalita jazykového vzdělávání a odborného vzdělávání v cizích jazycích v terciární sféře v ČR (Acronym: IMPACT)
Investor: Ministry of Education, Youth and Sports of the CR, 2.2 Higher education
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