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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 definition 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.