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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.
Authenticity in Materials Development for Language Learning
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.
Reading Authentic English Picture Books in the Primary School EFL Classroom
This book deals with reading authentic English picture books in the EFL classroom. The author conducted a mixed methods study of Year 4 learners' reading comprehension, reading strategies and FL development. The results suggest that teachers should use more challenging and authentic reading tasks with young EFL learners.
Authentic Materials Myths
Introduction -- Myth 1: authentic texts are inaccessible to beginners -- Myth 2: authentic texts cannot be used to teach grammar -- Myth 3: shorter texts are more beneficial for language learners -- Myth 4: activating background knowledge or making a word list is sufficient to prepare students for authentic texts -- Myth 5: authentic texts can be used to teach only listening and reading -- Myth 6: modifying or simplifying texts always helps language learners -- Myth 7: for learners to benefit from using authentic texts, the associated tasks must also be authentic -- Epilogue -- Appendices A-G: myth activities.
Authentic
The hunger for authenticity guides us throughout our lives. People strive for joined-up living, where on the one hand what they say and do reflects what they think and feel, and on the other what they think and feel reflects who they are. Stephen Joseph has pioneered developments in research into authenticity, drawing on the solid science of positive psychology to develop what has become one of the gold-standard tests for assessing authenticity. His and others' findings reveal that when people are in relationships in which they feel accepted, understood and valued, they drop their defences. They naturally begin to examine themselves psychologically, accommodate new information and live more ...
Authenticity in the Language Classroom and Beyond
This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in the United States, Latin America, Africa, Europe, and Asia. Authenticity is the unifying theme that connects language learning experiences to the everyday lives of young learners. However, the definition of authenticity in ESOL embraced by the authors in this volume is not static or externally imposed by native uses and norms. Rather, authenticity is a dynamic concept that is constantly defined and redefined through interactions among learners, teachers, community members, as well as by our languages in contact, and our larger societal contexts. Through their descriptions and reflections, the authors are able to establish what counts as authentic language in their particular settings.
Using Authentic Video in the Language Classroom
Using film and video in the classroom is motivating and fun but can be daunting for the teacher. This book guides and supports teachers with plenty of practical suggestions for activities which can be used with drama, soap opera, comedy, sports programmes and documentaries. Many of the activities will lend themselves for use with DVD and webcasts.
Teaching Language and Literature On and Off-Canon
Language and literature teaching are a keystone in the age of STEM, especially when dealing with minority communities. Practical methodologies for language learning are essential for bridging the cultural gap. Teaching Language and Literature On and Off-Canon is a critical research publication that provides a multidisciplinary, multimodal, and heterogenous perspectives on the applications of language learning and teaching practices for commonly studied languages, such as Spanish, English, and French, and less-studied languages, such as Latin, Gaelic, and ancient Semitic languages. Highlighting topics such as language acquisition, artistic literature, and minority languages, this book is essential for language teachers, linguists, academicians, curriculum designers, policymakers, administrators, researchers, and students.
Learning Foreign Languages from Authentic Texts
This revised edition of Authentic Texts in Foreign Language Teaching: Theory and Practice is aimed at teachers outside of Ireland. The first three chapters cover the same ground as the previous edition: Chapter One briefly reviews some of the principal findings of language acquisition research and begins to explore their implications for language teaching; Chapter Two goes on to examine the basic principles of communicative language teaching, with particular reference to the use of authentic texts; and Chapter Three offers a battery of exercise types for use with authentic texts. For this edition, Chapter Four focuses on the use of authentic texts to develop learners' conscious control of target language grammar.
