Category Archives: improvised speech

MIDTESOL 2016 Conference: Innovation and Improvisation

posted by Jürgen Kurtz, Justus Liebig University (JLU) Giessen, Germany

Midtesol 2016 Conference Kansas City

The MIDTESOL Annual Conference 2016 will be held September 30 to October 1 at the Kansas City Marriott Downtown in Kansas City, MO. The conference theme is “Innovation and Improvisation“.  I have been doing qualitative research on improvisation and improvised speaking for about twenty years now, so I am very glad to say that my proposal for a paper entitled “Structure and Improvisation in the EFL Classroom” has been accepted for presentation. This is what I am planning to talk about:

Improvisation is a complex phenomenon that has attracted little attention in foreign language learning and teaching research until now. Since improvisation is not only related to cognition and competence, but to goal-directed and spontaneous behavior and performance as well, it is difficult to bring in line with the traditional view of teaching as transmission of knowledge and skills, i.e. of delivering a prescribed curriculum, attending to a particular methodology, following a specific procedure, actuating a lesson plan, and interacting in pre-arranged ways. Moreover, since it encompasses attunement to a situational context (including attunement to others, also referred to as ‘tact’ or ‘tactfulness’ in scholarly discussions), spontaneous decision-making, and problem-solving, improvisation also contrasts with current educational ideologies and trends that place extreme emphasis on standardization, outcome-orientation, and testing.

In my video supported talk, I am going to illustrate and discuss the potential of improvisation for flexible (or ‘adaptive’) instruction in the EFL classroom. I will also present an instructional framework for enhancing oral proficiency which is based on the assumption that increasing the improvisational demands on EFL learners by confronting them with progressively less predictable communicative settings and scripts can contribute substantially to the gradual transformation and expansion of their participatory repertoires in the target language English.

CAES International Conference: Faces of English Theory, Practice and Pedagogy

posted by Jürgen Kurtz, Justus Liebig University (JLU) Giessen, Germany

The Centre for Applied English Studies at Hong Kong University will be hosting an international conference titled “Faces of English: Theory, Practice and Pedagogy” in Hong Kong on 11-13 June 2015. According to the organisers, the conference aims to bring together academics, researchers, practitioners and research students from around the world to discuss the interdependence between theory and practice, with papers which focus on the analysis, description and teaching of English in order to better understand the ways in which theory, research and pedagogy interact and inform each other. It also welcomes participants to share practical ideas and teaching materials related to the use of English in a variety of social, professional, educational and virtual contexts.The keynote speakers and post-conference workshop facilitators are:

Rod Ellis, The University of Auckland, New Zealand
Keynote: Teacher as input; Workshop: Consciousness-raising tasks for grammar teaching

Bonny Norton, University of British Columbia, Canada
Keynote: Digital ways, unequal worlds: Identity, investment, and English language learners in changing times;  Workshop: Critical practices in the assessment of writing

David Nunan, The University of Hong Kong
Keynote: Language learning beyond the classroom;  Workshop: Designing projects for out-of-class learning

Wen Qiufang, Beijing Foreign Studies University, China
Keynote: Production-oriented approach to teaching adult English learners in Mainland China;  Workshop: How to implement POA in English teaching

Ken Hyland, The University of Hong Kong
Keynote: Anecdote, attitude and evidence. Does English disadvantage EAL authors in international publishing? Workshop: Writing for international publication in Applied Linguistics and EFL journals

I have been invited to give a talk on ‘Standards-based instruction in EFL classrooms in Germany: Creaticide by design?’. This is my abstract:

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 conceptualizing education in terms of testing and measurable outcome primarily. In his view, reducing education to competency-based instruction and the demonstration of knowledge and skills in centralized performance tests may eventually have some undesirable backwash effects. Sooner or later, frontline practitioners might adopt a ‘teaching to the test-mentality’ which in turn could contribute to a classroom learning atmosphere overshadowed by fear of failure. In this context, Berliner (2012) warns against ‘creaticide by design’ in the classroom.

In my talk, I would like to briefly outline and problematize the state-of-the-art of competency-, standards- and test-oriented theorizing in Germany, placing special emphasis on the (largely neglected) role of creativity and improvisation in learning English as a foreign language. Based on qualitative-empirical case research carried out in a number of EFL classrooms in Germany over the past 20 years, I would also like to illustrate how teachers can foster creativity and improvisation in meaningful, task-driven, partly scripted and unscripted classroom settings.

Berliner, D. (2012) ‘Narrowing Curriculum, Assessments, and Conceptions of What It Means to Be Smart in the US Schools: Creaticide by Design’, in Ambrose D. and Sternberg, R.J. (eds), How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking. New York: Routledge, 79-93.

10th Annual Conference of BAAL LLT SIG 2014

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.

References
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.

Interview with Alan Maley | Liverpool Online: “The Dark Matter of Classrooms”

posted by Jürgen Kurtz, Justus Liebig University (JLU) Giessen, Germany

Over the past 15 years, I have been interested in the question of how to balance scripted (pre-planned) and unscripted (spontaneous) communication in English as a Foreign Language classes. I started off with what H.H. Stern (1992: 199) referred to as the predictability-unpredictability continuum of instructed learning. Focusing on the notion of ‘improvisation in structured learning environments’, I created a number of prototype activities designed to give learners more room to talk and to allow for more spontaneous, creative, and flexible language use in the classroom (as documented on this blog and, in much more detail, e.g. in Kurtz 2001 and Kurtz 2011).

A few days ago, I stumbled upon the following interview with Alan Maley, who also problematizes this issue. What I like best is his distinction between preparation and preparedness. In my view, this hits it on the nail.

Interview with Alan Maley | Liverpool Online. (29.03.2014: Unfortunately, the interview is no longer available online. In order to find out more about what it means to be prepared for the unexpected, watch this:

Kurtz, Jürgen (2001): Improvisierendes Sprechen im Fremdsprachenunterricht. Eine Untersuchung zur Entwicklung spontansprachlicher Handlungskompetenz in der Zielsprache. Tübingen: Narr.

Kurtz, Jürgen (2011): Breaking through the Communicative Cocoon: Improvisation in Secondary School EFL Classrooms. In: Sawyer, R. Keith (ed.) (2011): Structure and Improvisation in Creative Teaching. Cambridge, NY: Cambridge University Press, 131-160.

Stern, H.H. (1992): Issues and Options in Language Teaching. Oxford: University Press.

Sir Ken Robinson: Bring on the Learning Revolution

posted by Jürgen Kurtz, Justus Liebig University Giessen, Germany

According to Sir Ken Robinson, “We have built our education systems on the model of fast food. This is something Jamie Oliver talked about the other day. You know there are two models of quality assurance in catering. One is fast food, where everything is standardized. The other are things like Zagat and Michelin restaurants, where everything is not standardized, they’re customized to local circumstances. And we have sold ourselves into a fast food model of education. And it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.” (subtitled in 50 languages)

In Germany and, from my perspective, in many other countries around the globe, SL/FL teachers are put under massive pressure to meet vague and – partially – unconvincing standards, and to conduct tests based on a questionable approach to foreign language education. What do you think about all this?

Improvisation in the Foreign Language Classroom

by Jürgen Kurtz, Karlsruhe University of Education, Germany

In April 2010, I was invited to give a talk on the role of improvisation in second/foreign language (SL/FL) education at UC San Diego. My focus was on learning and teaching English as a foreign language in German secondary schools, but I think the overall approach is of great importance to teaching languages in institutional contexts in general. The following keyword summary is indended to briefly outline what improvisation is (or amounts to) and to give you an idea of how it can contribute to the development of a more flexible infrastructure and culture of SL/FL classroom interaction and instruction – one that is sensitive to the here-and-now characteristics and realities of everyday communicative interaction. All this is, of course, highly theoretical, and it is perfectly clear that much more top-down (theory-driven) as well as bottom-up (practice-driven) research is necesssary to  develop a theoretically sound and practically feasable, effective and efficient framework of improvisational instruction and learning. As laid out on this blog earlier on, improvisation seems to run counter  to current standards- and outcome-oriented thinking and policy-making (at least in parts: immediacy, spontaneity, unpredictability in the Age of Accountability?), but its overall potential should not be underestimated.

What do you personally think about this? More specifically, perhaps, how do you (try to/manage to) balance out the expected and the unexptected in the classroom? How much immediacy, spontaneity and unpredictablitly are you prepared or willing to allow in your FL /SL classroom?

Getting Students to Stick to the Target Language in an EFL Lesson

posted by Jürgen Kurtz, Karlsruhe University of Education, Germany

In this interesting and thought-provoking video, Herbert Puchta addresses the important issue of monolingual communicative language teaching in (secondary school) foreign language classrooms.  As is well-known, many foreign language learners tend to switch to their mother tongue ‘whenever’ (this is an overgeneralization, of course) they are asked to work in pairs or in groups, especially when they are engaged in more demanding, increasingly self-regulated communicative activities.  In consequence, very often only the resulting products are presented in the target language in class (often by those students who are more confident – and competent – in the specific target language). This is a huge problem in German EFL classrooms, and perhaps, in foreign language classrooms around the world.

Herbert Puchta suggests that EFL  teachers should think about offering some additional incentives,, e.g. by appealing to the competitive spirit of teenage learners, and, more generally, by creating a classroom atmosphere that is not (or at least less) detrimental to the students’ willingness to speak English. This is plausible,  but in order to get down to the core of the problem (i.e. code-switching), teachers need to think more deeply about the basic design of the activities and tasks they wish to use in the EFL / foreign language classroom in the first place.

Tasks and activities which allow (or even force!) learners to resort to the mother tongue are questionable, mainly because they are not sufficiently tuned to the learners’  target language level of productive competence. Embedding competetive, game-like elements may help, but this is just one way of circumventing the problem.

Theoretically, this largely corresponds with Krashen’s I+ 1 , but O + 1 (O = output; with the improvised +1) is equally important in foreign language education.

On this blog, you can find an activity that softly ‘pushes’ EFL learners to speak English, to use their target language resources spontaneously, i.e. the improvisation ‘Bus Stop’. Try it out and let me know how it worked for you and your learners.