ŠTĚPÁNEK, Libor. CEFR at Masaryk University: A Cultural Shift in Language Learning. In Cercles Seminar: Ten Years of the CEFR and the ELP. 2011.
Další formáty:   BibTeX LaTeX RIS
Základní údaje
Originální název CEFR at Masaryk University: A Cultural Shift in Language Learning
Název česky SERRJ na Masarykové univerzitě: Kulturní posunv jazykovém vzdělávání
Autoři ŠTĚPÁNEK, Libor.
Vydání Cercles Seminar: Ten Years of the CEFR and the ELP, 2011.
Další údaje
Originální jazyk angličtina
Typ výsledku Prezentace na konferencích
Obor 60200 6.2 Languages and Literature
Utajení není předmětem státního či obchodního tajemství
Organizační jednotka Centrum jazykového vzdělávání
Klíčová slova česky SERRJ, akademický jazyk, role učitelů
Klíčová slova anglicky CEFR, akademic language, teacher role
Změnil Změnil: PhDr. Mgr. Libor Štěpánek, Ph.D., učo 18364. Změněno: 9. 6. 2012 13:54.
Anotace
This paper presents an analysis of the impact of CEFR related tools on language learning in the university environment with the aim to share changes of roles of teachers and students in the learning process. Masaryk University (MU) changed its language policy in 2006 when a new MU Language Education System was adopted. This system guarantees an implementation of CEFR levels (B2 for degree programmes, C1 for postgraduate programmes) to all MU Language Centre courses while maintaining an open range of approaches, methods, activities and objectives appropriate for the diverse needs of individual scientific branches. In the years 2006-2011, a series of investigations, projects and research commenced with the aim to standardise academic language assessment on both, university and national levels; a new CEFR-based testing system was introduced; a CEFR-based grid for language for academic and specific purposes was published; and a language self-assessment system for MU students was introduced. Those tools have significant impact on standardisation in assessment and more learner-centred and autonomous learning, which form part of current cultural shifts that teachers and learners face. MU teachers no longer represent the theoretical top of a discourse community top-down hierarchy. Their role is being successively turned into facilitators, administrators or expert advisors who share responsibilities with the rest of the learning community within an interactive, flexible and dynamic learning environment supported by the external CEFR authority. Students, on the other hand, are gradually turned into co-authors of learning activities, who are engaged in more individual, independent but also responsible learning within skill-oriented patterns and standards of the CEFR created setting. The experience of MU Language Centre suggests that CEFR related tools in the area of language learning for academic and specific purposes play a rather positive role and they will be further developed in the future.
VytisknoutZobrazeno: 29. 7. 2024 07:23