Authenticity Unlimited: An Analysis of a “Key Competencies in
International Academic Communication” Course.

k 2016

Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course.

ŠTĚPÁNEK, Libor

Základní údaje

Originální název

Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course.

Autoři

ŠTĚPÁNEK, Libor (203 Česká republika, garant, domácí)

Vydání

Enhancing Learners’ Creative and Critical Thinking: The Role of University Language Centres, 2016

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60200 6.2 Languages and Literature

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Kód RIV

RIV/00216224:14640/16:00094086

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova česky

CALT; komunikace v mezinárodním akademickém prostředí

Klíčová slova anglicky

CALT; international academic communication

Změněno: 7. 4. 2017 11:55, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

Exposing students to authentic tasks that require high levels of creativity, critical thinking, and active engagement in problem solving and international collaboration has recently become central to many academic language courses. This paper presents an analysis of an experimental “Key Competencies in International Academic Communication” course organised by the Masaryk University (MU) Language Centre in 2015. The objective of the thirteen-week course was to improve language and communication skills of students in international contexts. Its experimental objective was to explore the pedagogical potential of Creative Approach to Language Teaching (CALT) in highly authentic situations. To successfully complete the course, students were expected to actively participate in three parallel asymmetric tracks: Track I (Universidad Nacional del Sur, Bahía Blanca, Argentina) focused on academic language using individual asynchronous written and oral communication. MU students created short academic texts, video-reviewed papers of their Argentinean peers, and compared characteristics of written and oral language. Track II (Uppsala University, Sweden) focused on culture using oral synchronous communication. MU students discussed cultural topics in intercultural pairs via Skype, shared their experience in four videoconferences and identified cultural influences on communication. Track III (New York University Shanghai, China) focused on the meta-level of communication using task-based collaborative techniques. Having chosen bridges as a metaphor for communication, MU students communicated both synchronously and asynchronously. They gathered information and materials on pedestrian bridges in Brno and Shanghai and collaboratively produced video stories and individual synthesizing essays. The final course outcome was a list of key competencies and strategies for international academic communication created by the course participants.

Citovat

ŠTĚPÁNEK, Libor. Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course. In Enhancing Learners’ Creative and Critical Thinking: The Role of University Language Centres. 2016.

@proceedings{1377693,
   author = {Štěpánek, Libor},
   booktitle = {Enhancing Learners’ Creative and Critical Thinking: The Role of University Language Centres},
   keywords = {CALT; international academic communication},
   language = {eng},
   title = {Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course.},
   year = {2016}
}

TY  - CONF
ID  - 1377693
AU  - Štěpánek, Libor
PY  - 2016
TI  - Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course.
KW  - CALT
KW  - international academic communication
N2  - Exposing students to authentic tasks that require high levels of creativity, critical thinking, and active engagement in problem solving and international collaboration has recently become central to many academic language courses. This paper presents an analysis of an experimental “Key Competencies in International Academic Communication” course organised by the Masaryk University (MU) Language Centre in 2015. The objective of the thirteen-week course was to improve language and communication skills of students in international contexts. Its experimental objective was to explore the pedagogical potential of Creative Approach to Language Teaching (CALT) in highly authentic situations. To successfully complete the course, students were expected to actively participate in three parallel asymmetric tracks: Track I (Universidad Nacional del Sur, Bahía Blanca, Argentina) focused on academic language using individual asynchronous written and oral communication. MU students created short academic texts, video-reviewed papers of their Argentinean peers, and compared characteristics of written and oral language. Track II (Uppsala University, Sweden) focused on culture using oral synchronous communication. MU students discussed cultural topics in intercultural pairs via Skype, shared their experience in four videoconferences and identified cultural influences on communication. Track III (New York University Shanghai, China) focused on the meta-level of communication using task-based collaborative techniques. Having chosen bridges as a metaphor for communication, MU students communicated both synchronously and asynchronously. They gathered information and materials on pedestrian bridges in Brno and Shanghai and collaboratively produced video stories and individual synthesizing essays. The final course outcome was a list of key competencies and strategies for international academic communication created by the course participants.
ER  -

ŠTĚPÁNEK, Libor. Authenticity Unlimited: An Analysis of a “Key Competencies in International Academic Communication” Course. In \textit{Enhancing Learners’ Creative and Critical Thinking: The Role of University Language Centres}. 2016.

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