Authenticity In The Language Classroom And Beyond
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Authenticity in the Language Classroom and Beyond
Adult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in Authenticity in the Language Classroom and Beyond: Adult Learners highlight how teachers have the ability to transform language instruction from a mechanical learning experience to a dynamic interaction to assist learners in reaching real-world goals. Rather than focus only on native-speaker norms of language production, English language instruction can provide adult learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning. The chapters in this volume demonstrate how language teaching practices engage learners' inauthentic experiences, using and producing texts to meet international and localized communication needs. All the chapters in this volume demonstrate that authenticity is more than just the materials we use. Authenticity also means using language for real purposes. It means engaging students in collaborative learning, involving discussions, negotiations, and decision making. Authenticity is creating real uses for English, not just modeling native-speaker language and culture. With English increasingly being used as a lingua franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world.
Authenticity in English Language Teaching
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.
Using Authentic Video in the Language Classroom
Author: Jane Sherman
language: en
Publisher: Cambridge University Press
Release Date: 2003-04-14
A wealth of practical suggestions for using video and film in the classroom.