Citation

Creative practices in the language classroom

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Abstract:

The authors developed a grid to measure creative practices in the classroom. Three foreign language classrooms (in México, Canada and USA) were selected for this purpose: This grid was first based on the Flanders categories (Flanders Interaction Analysis Categories). From ten categories, 7 are used when the teacher talks and two are used when the pupil talks, the last category is used to indicate silence or confusion. Briand and Elizondo broke down these categories by detailing the creative dimensions. These features were inspired from Sternberg and Williams (2001), from Soh (2000) and Furman (1998). The grid was developed to better understand creativity practices in a classroom context. A limited number (3) of cases was observed to develop reasonably insights in the experimented grid. Three of 45 minutes video of foreign language teaching were selected to do so. This qualitative and exploratory study selects these cases as a sample, in order to make contrast and deepening of this reality classroom. Preliminary findings indicate that links can be made between a few categories of teacher talk when that means: a- acceptation of students feelings; b-motivation and encouragement by the teacher; c- use by the teacher of their ideas; d- asking with opened orientation and d- responding to the students by a positive, verbal and non-verbal feedback. There is, it seems, a negative relation between lecturing, giving instructions, criticizing and creative practices. In respect to the student talk, the observation did not allow to see a link between student initiative or response and creative practice.

Author's Keywords:

Creativity
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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MLA Citation:

Briand, André. and Elizondo, Gabriela. "Creative practices in the language classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492315_index.html>

APA Citation:

Briand, A. and Elizondo, G. A. , 2011-05-01 "Creative practices in the language classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492315_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The authors developed a grid to measure creative practices in the classroom. Three foreign language classrooms (in México, Canada and USA) were selected for this purpose: This grid was first based on the Flanders categories (Flanders Interaction Analysis Categories). From ten categories, 7 are used when the teacher talks and two are used when the pupil talks, the last category is used to indicate silence or confusion. Briand and Elizondo broke down these categories by detailing the creative dimensions. These features were inspired from Sternberg and Williams (2001), from Soh (2000) and Furman (1998). The grid was developed to better understand creativity practices in a classroom context. A limited number (3) of cases was observed to develop reasonably insights in the experimented grid. Three of 45 minutes video of foreign language teaching were selected to do so. This qualitative and exploratory study selects these cases as a sample, in order to make contrast and deepening of this reality classroom. Preliminary findings indicate that links can be made between a few categories of teacher talk when that means: a- acceptation of students feelings; b-motivation and encouragement by the teacher; c- use by the teacher of their ideas; d- asking with opened orientation and d- responding to the students by a positive, verbal and non-verbal feedback. There is, it seems, a negative relation between lecturing, giving instructions, criticizing and creative practices. In respect to the student talk, the observation did not allow to see a link between student initiative or response and creative practice.


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