AUTHENTICITY CLIL
EXAMINING AUTHENTICITY FROM AN
INTERNATIONAL CLIL PERSPECTIVE
Richard Pinner
Sophia University
richardpi...
Outline of the article
establish the
importance of
authenticity in
CLIL
definitions of
authenticity
- EFL 8 & CLIL
- authe...
Research Questions
1) How do CLIL students define authenticity?
2) How are learning aims connected to
authenticity?
1) How do CLIL students define
authenticity?
• What contributes most to the definition of
authenticity?
– (open) CONFUSION...
What contributes most to
Authenticity? (N=103)
Language
24%
Content
48%
Materials
13%
Tasks
13%
Other
2%
2) How are learning aims connected to
authenticity?
• What is the students’ perception of the role of
content in CLIL clas...
My learning aims for the class were...
(N=103)
To improve my language skills
To learn more about the
content area
To learn...
What is Authenticity?
Moving forward
Fake
Authenticity Continuum
Pinner, R. S. (2013). Authenticity
of Purpose: CLIL as a way to bring
meaning and motivation into E...
Thank you for your attention
Please contact me
email: rpinner@sophia.ac.jp
blog: Uniliterate.com
site: CLILJapan.org
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Authenticity and CLIL: Examining Authenticity from an International CLIL Perspective

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Symposium Presentation slides from Professor Richard Pinner based on his article for the International CLIL Research Journal. http://www.icrj.eu/21/contents.html

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  • Authenticity is in grey because it is often a grey area.
  • Under establish say “Authenticity often part of the definition of CLIL” – link to def of authenticity. EFL mention Gilmore 8 Defs and LEARNING AIMS
  • Authenticity is a grey areaLearning aims = gilmore call for better def.
  • Dual focused aims from Marsh’s CLIL Definition existed naturally in student’s minds as a feature of the course. C or L because Japan is really an EFL context so wanted to know
  • CLIL highly cognitively demanding so study skills are an essential part of the approach
  • In Summary “AUTHENTICITY of purpose”
  • AUTHENTICITY IS NOT SIMPLE. DYNAMIC CONCEPTDo as a task – see if they can spot it. Explain Authentic is a loaded term – it has good connotations in the name, so to be told you are not authentic is an insult.
  • DYNAMIC
  • Student Assessment Projects http://www.youtube.com/watch?v=iMmofI9PMt8Uniliterate.comCLILJapan.org
  • Authenticity and CLIL: Examining Authenticity from an International CLIL Perspective

    1. 1. AUTHENTICITY CLIL EXAMINING AUTHENTICITY FROM AN INTERNATIONAL CLIL PERSPECTIVE Richard Pinner Sophia University richardpinner@live.com Uniliterate.com CLILJapan.org
    2. 2. Outline of the article establish the importance of authenticity in CLIL definitions of authenticity - EFL 8 & CLIL - authenticity of purpose mixed methods study
    3. 3. Research Questions 1) How do CLIL students define authenticity? 2) How are learning aims connected to authenticity?
    4. 4. 1) How do CLIL students define authenticity? • What contributes most to the definition of authenticity? – (open) CONFUSION. DISSASTISFACTION (with previous learning) – (closed) CONTENT • What part does content play in defining authenticity? – MAJOR (48%)
    5. 5. What contributes most to Authenticity? (N=103) Language 24% Content 48% Materials 13% Tasks 13% Other 2%
    6. 6. 2) How are learning aims connected to authenticity? • What is the students’ perception of the role of content in CLIL classrooms? – VERY IMPORTANT (authenticity of purpose) – DUAL FOCUSED AIMS • What are the students’ main priorities in terms of learning aims – content knowledge or language proficiency? – LANGUAGE (slight preference) – CONTENT AND LANGUAGE almost equal – STUDY SKILLS also important
    7. 7. My learning aims for the class were... (N=103) To improve my language skills To learn more about the content area To learn study skills I didn't have any particular aims Mode 5 5 4 1 Avg. 4.45 3.94 3.85 1.78 0 1 2 3 4 5 Mode Avg.
    8. 8. What is Authenticity?
    9. 9. Moving forward
    10. 10. Fake
    11. 11. Authenticity Continuum Pinner, R. S. (2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 - 159.
    12. 12. Thank you for your attention Please contact me email: rpinner@sophia.ac.jp blog: Uniliterate.com site: CLILJapan.org

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