k 2016

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

ŠTĚPÁNEK, Libor

Basic information

Original name

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

Authors

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

Edition

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

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

60200 6.2 Languages and Literature

Country of publisher

Italy

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14640/16:00094086

Organization unit

Language Centre

Keywords (in Czech)

CALT; komunikace v mezinárodním akademickém prostředí

Keywords in English

CALT; international academic communication
Změněno: 7/4/2017 11:55, PaedDr. Marta Holasová, Ph.D.

Abstract

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.