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The Social and Individual Flow of Authenticity

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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.

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.

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The Social and Individual Flow of Authenticity

  1. 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

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