Assesment in TESOL

1. AUTHENTICITY IN
MATERIALS DEVELOPMENT
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direction
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by Alkahvi | and Eko Handayani
Towards a Framework for a Localised Approach to
Authenticity of EFL Teaching and Learning Materials
(Soufiane Trabelsi)

2. INTRODUCTION
Contents
THE AUTHENTICITY DILEMMA
DEFINING AUTHENTICITY
AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING
APPROACHES OF AUTHENTICITY IDENTIFIED IN THE LITERATURE
THE RESEARCHER’S OWN AUTHENTICITY APPROACH
IDENTIFICATION OF THE NEW AUTHENTICITY FRAMEWORK
CONCLUSION

3. Introduction
A new approach of authenticity which would be
appropriate for the Tunisian EFL context.
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4. THE AUTHENTICITY DILEMMA
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Authenticity in ELT seems to be a very contentious and complicated
● the review of the relevant literature will attempt to contribute to the clarification of the
confused and contradictory picture in which authenticity is perceived
Authenticity has long been identified as a valid concept in many disciplines.
● differences in defining authenticity depend on the perspective from which the concept
is viewed.

5. DEFINING AUTHENTICITY
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In Greek, authentic means ‘original’, ‘primary’, and ‘at first hand’. The Random House Unabridged
Dictionary (1993, p. 197) provides definitions of authentic as: “not false occupied; genuine; real;
veritable; sharing the sense of actuality and lack of falsehood or misrepresentation”; “having the
origin supported by unquestionable evidence, authenticated, verified, or entitled to acceptance or
belief because of agreement with known facts or experience; reliable; trustworthy”

6. AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING
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Authenticity is a major component within CLT,
especially with regard to the texts used in teaching and
learning in order to convey meaning.

7. AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING
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8. AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING
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9. AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING
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10. APPROACHES OF AUTHENTICITY IDENTIFIED IN THE LITERATURE
1
In reviewing the literature on authenticity in ELT area, the researcher identifies four
approaches to authenticity:
1. A Native Speaker-Based Perspective
2. The Real Communication Perspective
3. The Interaction Perspective
4. The Learner Needs and Interests Perspective

11. THE RESEARCHER’S OWN AUTHENTICITY APPROACH
1
The arguments that helped inform the framework can be summarised
-The conventional view of authenticity has been questioned for its suitability to meet
ESL/EFL learners’ needs as well their profile in ELT, in general and ESP, in particular.
It is viewed as being too problematic, inadequate, and invalid to meet the needs of
NNS (Non-Native Speaker)’s context.

12. IDENTIFICATION OF THE NEW AUTHENTICITY FRAMEWORK
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The framework consists of a new model for authenticity which is obtained as
a result of a combination of a number of components which, at the same
time, can be viewed as inputs for the model.

13. The present study can be viewed as a concrete example of how to humanise teaching materials to the
learners and their stakeholders (teachers and employers) by tailoring them to their entire profile
(linguistic, cognitive, affective, socio-cultural, academic, professional dimensions of those learners)
and incorporating more theories and principles in selecting, designing, and evaluating them.
Conclusion
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14. THANK YOU.