posted by Jürgen Kurtz, Justus Liebig University (JLU) Giessen, Germany
The 10th Annual Conference of BAALSIG LLT 2014 (The British Association for Applied Linguistics, Special Interest Group: Language Learning and Teaching) will be held on July 3-4, 2014, hosted by The School of Education, University of Leeds, UK. The conference theme is: “Recognizing Complexity in Foreign Language Learning and Teaching”. Confirmed plenary speakers are:
Adrian Holliday, Canterbury Christ Church University
Sarah Mercer, Karl-Franzen University Graz, Austria
Pauline Foster, St Mary’s University College Twickenham
For more detailed information, please click here.
It is a great honor and pleasure for me to be invited to give a talk on the complexity of balancing structure and improvisation in everyday classroom interaction. This is my abstract:
Structure and Improvisation in Foreign Language Learning and Teaching
Imagination, creativity, and flexibility are of great importance in today’s knowledge age and economy. Thus, it is crucial to develop and strengthen these capacities in schools. Current education reforms, however, place primary emphasis on the ability to perform to fine-graded standards of competency and skill. Imagination, creativity, and flexibility are chiefly viewed from this perspective. Moreover, creativity is typically conceived of as an individual process or product, not as a collaborative or complex collective endeavor. Little attention is given to improvisation (spontaneous creativity in performance) and to the spontaneous und functional use of accumulated competencies and skills in everyday social interaction (so-called ‘little-c’ creativity). Generally speaking, current reform initiatives focus much more on accelerating measurable progress in certain subject areas of competency and skill than on fostering mental agility, communicative flexibility, resourceful spontaneity, social adaptability, and a commitment to lifelong learning across the curriculum.
Looking at recent education reforms in the U.S., the American education psychologist David Berliner (2012) cautions against placing too many expectations on standards-based reforms, on thinning down school curricula, and ultimately, on conceiving of education in terms of measurable outcome primarily. In his view, elevating competency-based instruction and the demonstration of knowledge and skills in systematic performance tests to an educational imperative may eventually have some undesirable ramifications. In sum, he refers to them as ‘creaticide by design’.
In order to prevent education in schools from being suffocated and, ultimately, from being pathologized by standards-based instruction and grading, it is necessary to place stronger emphasis on developing a culture of creativity, spontaneity, and originality in the classroom, establishing a learning atmosphere which is conducive to both enthusing and empowering students to think and act on their feet and, if necessary and appropriate, out of the box.
Based on more than ten years of qualitative classroom research, I would like to problematize improvisation from a foreign language learning and teaching perspective and examine its potential for flexible instruction.
Berliner, David (2012). Narrowing Curriculum, Assessments, and Conceptions of What It Means to Be Smart in the US Schools: Creaticide by Design. In: Don Ambrose & Robert J. Sternberg (Eds). How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking. New York: Routledge, 79-93.
Kurtz, Jürgen (2011). Breaking Through the Communicative Cocoon: Improvisation in Secondary School Foreign Language Classrooms. In: R. Keith Sawyer (Ed.). Structure and Improvisation in Creative Teaching. New York: Cambridge University Press, 133-161.