Reconceptualising Authenticity For English As A Global Language

This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

Authenticity is one of the most rampant buzzwords in ELT (English Language Teaching). Many have weighed in on what authenticity should mean and on how it may be achieved. The book at hand is an extensive analysis of authenticity as a term and as a concept within the academic field of ELT. The research data comprises virtually all definitions and conceptualizations of authenticity in the international ELT literature. However, only a limited number of texts contributes to what can be called an explicit negotiation of authenticity. A discourse analytical approach is taken to disentangle the hubbub of commentaries and to eventually extrapolate from it six distinct concepts which are attached to the term 'authenticity'. Michel Foucault's seminal theories are invoked, affording additional insights into discourse dynamics and power structures among individuals and institutions in ELT.

This volume centres around concepts of personal and cultural authenticity as they play out in various contexts of foreign language teaching and learning worldwide. The chapters cover a wide range of contexts and disciplines, including both theoretical and empirical work; together they comprise both a rigorous analysis of authenticity in language teaching and a step away from notions of native-speakerism and cultural essentialism with which it is often associated. Written by a group of scholars working across several continents, the chapters offer diverse perspectives regarding the role language plays in processes of personal growth, learning, development, self-actualisation and power dynamics. The book addresses the theoretical and philosophical nature of authenticity while remaining grounded in the teaching and learning of languages, with authenticity viewed as a practical concern that guides our actions and beliefs. The book will be of interest to scholars, researchers and students of authenticity as well as foreign language teachers interested in the theoretical underpinnings of their practice.

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.

Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward. Volume 3: Pedagogies addresses the teaching of English as a world language. Chapters in this volume consider the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world.

This volume makes a unique contribution to the literature on materials development for language learning. It focuses on issues related to authenticity in materials development and includes research-based position statements, applications of theory to practice and developments of theory from observed practice. Each paper concentrates on a different aspect of authenticity and many of them introduce the reader to previously unexplored facets of authenticity. The chapters are sequenced so that the book moves from general discussion about the value of authenticity to reports of evaluations of authenticity to reports of the exploitation of authenticity in specific learning contexts. Many questions are raised, much revealing data is reported and analysed, and many pedagogic suggestions are made. The contributions here have been written so that they are of potential value to teachers, to materials developers, to post-graduate students and to researchers. They are written to be academically rigorous, but at the same time to be accessible to newcomers to the field and to experienced experts alike.

This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.

This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on “languaging” - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond “best practice” approaches and instead present “how-to-explore” communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.