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The Social and IndividualFlow of Authenticity
Authenticity in the language classroom is approached from a social and existential perspective. In this poster I attempt to reconceptualise authenticity as a dynamic component of language as a complex system, which interacts with motivation, autonomy and self at multiple levels. I propose that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. This represents an attempt to shift the focus of authenticity away from a culturally embedded definitions to a more dynamic model which focuses on relevance to learners. The authenticity continuum features a stronger emphasis on society, self and identity, thereby attempting to empower learners and strengthen the link between authenticity and motivation.
Richard PinnerSophia University, [email protected]
Authenticity
Autonomy
Motivation
Culture
Assessment
Social
Task
Classroom
Self
Real
Native
authentic
text/materials
language in use
tasks
output/production
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(02), 97-118
The Language Impetus Triad
Gilmore's Eight inter-related definitions
Following Breen, M. P. (1985). Authenticity in the Language Classroom. Applied Linguistics, 6(1), 60-70.
Four Domains of authenticity
The Authenticity ContinuumPinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(04), 22-27
social/contextual
