Creativity: When Activity, Autonomy and Autenticity Meet

ŠTĚPÁNEK, Libor. Creativity: When Activity, Autonomy and Autenticity Meet. In 6th International Conference on Teaching English as a Foreign Language: Communication, culture and creativity in ELT classroom. 2016.

Basic information

Original name

Creativity: When Activity, Autonomy and Autenticity Meet

Authors

ŠTĚPÁNEK, Libor (203 Czech Republic, guarantor, belonging to the institution)

Edition

6th International Conference on Teaching English as a Foreign Language: Communication, culture and creativity in ELT classroom, 2016

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Other information

Language

English

Type of outcome

Requested lectures

Field of Study

60200 6.2 Languages and Literature

Country of publisher

Portugal

Confidentiality degree

is not subject to a state or trade secret

RIV identification code

RIV/00216224:14640/16:00094061

Organization unit

Language Centre

Keywords (in Czech)

kreativita; výuka jazyků; jazyk pro specifické účely

Keywords in English

creativity; language teaching; language for specific purposes

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Abstract

V originále

Creativity has always been an important component of language teaching, however, it has not always been recognised as such. It is only recently with teachers´ tendency to expose students to more authentic situations and engage them actively in complex intercultural communication that creativity has become central to some approaches to teaching. In this paper, I will present a Creative Approach to Language Teaching (CALT) that is based on a fusion of theories of K. Robinson, M. Csikszentmihalyi, E. de Bono, J.P. Guilford and B. Krouwel and views creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and offer a practice-oriented insight into shifts in roles CALT learners and teachers experience. I will discuss a range of activities that foster creativity in students and help them become natural and actively engaged co-authors of their own language learning. I will also identify areas that allow teachers establish more authentic, flexible and dynamic learning environments. Finally, I will present strategies teachers can use in order to broaden their own repertoire as educators and accept roles of facilitators, guides and language advisors who share negotiated responsibilities with their learning communities of practice.