Multilingual and Creative: Rethinking University Language Classrooms
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The document discusses multilingual and creative approaches to language teaching within university classrooms, emphasizing the importance of creativity as a natural function of intelligence. It presents various methods and examples for fostering creative thinking in language education while addressing potential barriers to creativity in a multilingual context. Additionally, it cites notable educational theories and provides resources for further exploration in the field.
Multilingual and Creative: Rethinking University Language Classrooms
- 1. Libor Stepanek, Masaryk University libor.stepanek@cjv.muni.cz Multilingual and Creative Rethinking University Language Classrooms
- 2. - multilingual context - Creative Approach to Language Teaching (CALT) - practical examples - implications for teaching
- 3. creativity …
- 4. “Creativity is a natural function of intelligence of every individual that takes many forms, has different levels and draws from a variety of capacities …“ Robinson,K. 2009; Csikszentmihalyi,M. 1996; Torrance 1970, Runco et al., 2010; Treffinger et al., 2002; Heindel and Furlong, 2000
- 5. Edward de Bono Joy Paul Guilford & Ellis Paul Torrance Bill Krouwel
- 7. Edward de Bono: Six Thinking Hats
- 9. - limitations of research - methodology - acknowledgements - future plans - sign-posting language - questions
- 11. feedback facts Wednesdays, 12 students… what I have learnt critical thinking, new words, phrases that Macao exists feelings I liked it. There was a friendly environment. I feel like taking this course for the second time. organisation of the course ….
- 13. Joy Paul Guilford Ellis Paul Torrance
- 14. FLUENCY (word; associational; expressional; ideational) ability to produce a great number of ideas or problem solutions in a short period of time FLEXIBILITY (spontaneous; adaptive, visual, semantic, symbolic) ability to simultaneously propose a variety of approaches to a specific problem and easily abandon old ways of thinking and adopt new ones ORIGINALITYability to produce new, original, statistically unusual ideas and remote associations ELABORATION ability to systematize and organize details of a more complex idea or general scheme and carry it out
- 15. associational fluency Write as many synonyms to the word “say” as possible.
- 16. associational fluency Write as many synonyms to the word “say” as possible.
- 17. vocabulary
- 18. vocabulary
- 19. vocabulary
- 20. vocabulary
- 21. vocabulary
- 22. elaboration Adapted from: https://www.youtube.com/watch?v=NeXIV-wMVUk Adapted from: https://www.youtube.com/watch?v=ty9QSiVC2g0
- 24. Bill Krouwel clear situation, clear solution unclear situation, clear solution clear situation, unclear solution unclear situation, unclear solution
- 25. Put these verbs into the Past Tense: 1. She eats all the chocolates. 2. They go the bus stop. 3. He goes shopping on Fridays. 4. I am happy at the weekends. 5. She is fifteen years old. 6. They are students in London. 7. I have a new bicycle. 8. Mustafa has seven old books. 1. She ……. all the chocolates. 2. They ……. the bus stop. 3. He ……. shopping on Fridays. 4. I ……. happy at the weekends. 5. She …… fifteen years old. 6. They …… students in London. 7. I ……. a new bicycle. 8. Mustafa ……. seven old books.
- 27. Right now mum is 21 years older than her child. In 6 years her child will be 5 times younger than she. Where is daddy?
- 28. If in 6 years the mother will be 21 years older than and 5 times as old as the child, then: 5*(X+6) = (X+6)+21 4*(X+6) = 21 X+6 = 5.25 X = -0.75 At present the child is: three quarters of a year before being born. …and three quarters of a year is nine months…
- 29. Right now mum is 21 years older than her child. In 6 years her child will be 5 times younger than she. Where is daddy?
- 31. Adapted from: http://www.youtube.com/watch?v=MNsH0RW7lvM Adapted from: http://www.youtube.com/watch?v=mbxKUBsTWF8
- 33. input video theory first draft (c) final version (i) peer-review
- 34. And if only one thing had happened differently…. Adapted from: https://www.youtube.com/watch?v=mTDs0lvFuMc
- 35. Find similar examples of ………..in your favourite films or videos and share them with your mates.
- 44. teaching in a multilingual class
- 45. Ivan Matteuzzi
- 46. …meet Ivan
- 47. …meet Ivan …his learning history
- 48. …meet Ivan …his learning history ...and learn from him
- 52. - How old are you? - Do you mean international or Korean age?
- 54. fluency expressional fluency I…….. S……… A……… W......... R……… .
- 55. I…..S…..A…..W…..R….. . “ …it is not academic“ “ ….it is just a game“ “ …it is not creative“ “ …I was not sure about spelling of some words“ “ …it is not good to use informal words in academic English“ “ …my grammar is very bad“
- 59. limited success/fail situations pro-creative/active environment
- 60. limited success/fail situations pro-creative/active environment student-generated materials
- 61. limited success/fail situations pro-creative/active environment student-generated materials peer-collaboration
- 62. limited success/fail situations pro-creative/active environment student-generated materials peer-collaboration creative teaching
- 63. Sources Boud, D. (ed.). (1988). Developing Student Autonomy in Learning. New York: Kogan Press. Clarke, M.A. (2010): Creativity in Modern Languages Teaching and Learning, http://www.scribd.com/doc/1582 5890/Perspectives-on-Creativity-in- Modern-Language-Learning (Accessed 15th November 2011) Csikszentmihalyi, M. (1996): Creativity: Flow and the psychology of discovery and invention, New York: HarperCollins. Collini, S. (2012): What are universities for? London, Penguin Books. Dam, L. (1990). Learner Autonomy in Practice. In Gathercole, I. (ed.). 1990, p. 16. CILT. Great Britain: Bourne Press. deBono, E. (1999): Six Thinking Hats, London, Penguin Books. Fasco, D. (2000-2001): 'Education and Creativity', Creativity Research Journal, 13, (317-327). Heindel, C. and Furlong, L. (2000): 'Philosophies of Creativity: Two views'. Zip Lines: The voice for adventure education, 40 (47-48). Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: OUP. Kohonen, V. (1992). Experiential language learning: second language learning as cooperative learner education. In Nunan, D. (Ed.), Collaborative Language Learning and Teaching, pp. 14-39.9. Krouwel, W. Goodwill, S. (1994): Management Development Outdoors. London. Kogan Page Rathbone, C. H. (1971). Open Education: The Informal Classroom. New York: Citation Press. Robinson, K: http://www.sirkenrobinson.com/ (Accessed 23rd September 2012) Runco, M., Millar, G., Acar, S. and Crammond, B. (2010): 'Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A fifty year follow-up.' Creativity Research Journal, 22:4 (361-368). Sefton-Green, J. (Ed) (2011): The International Handbook of Creative Learning, London. Routledge. Sternberg, R.J. (Ed.) (2010): Handbook of Creativity, Cambridge, Cambridge University Press Thanasoulas, D. (2000). What is Learner Autonomy and How Can It Be Fostered? http://iteslj.org/Articles/Thanasoulas-Autonomy.html (Accessed 23rd May 2014) Torrance, E. (1970): Encouraging Creativity in the Classroom, Dubuque, IA: William C Brown. Treffinger, D., Young, G., Selby, E. and Shepardson, C. (2002): Assessing Creativity: A guide for educators, Connecticut: The National Research Centre on the Gifted and Talented. Verspoor, M.H., deBot, K., Lowie, W.(Eds.)(2011): A Dynamic Approach to Second Language Development. Methods and Techniques, Amsterdam, John Benjamins Publishing Company