1.
The Social and Individual
Flow 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 Pinner
Sophia University, Tokyo
rpinner@sophia.ac.jp
www.uniliterate.com
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. LanguageTeaching,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 Continuum
Pinner,R.S.(2014).The authenticity continuum:
Towards a definition incorporating international voices.
EnglishToday,30(04),22-27
social/contextual