Authenticity across Languages and Cultures

217 pages

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217 pages

English

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Description

Brings together research in SLA, literary and cultural studies, philosophy and sociology to examine concepts of authenticity in foreign language teaching and learning

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.

Contributors

Claire Kramsch: Foreword: Authenticity in Our Times

Preface: Authenticity Revisited: It’s Getting Personal

Chapter 1. Leo Will and Richard S. Pinner: The Concept of Authenticity in Foreign Language Teaching and Learning

Part 1: Authenticity and Language Teaching

Chapter 2. Wolfgang Stadler and Anna Dreher: «Что такое аутентичность»? The Concept(s) of Authenticity in Russian as a Foreign Language

Chapter 3. Matthew Dame and Natalia Dame: Multilingualism and Authenticity in Russian Heritage Language Teaching Practices

Chapter 4. Carol Spöttl, Eva Konrad, Veronika Schwarz, Elisa Guggenbichler and Benjamin Kremmel: Authenticity in Language Assessment: Revisiting the Implementation of a Key Principle

Chapter 5. Anna Shkireva: Authenticity Beyond Teaching Materials: Teachers’ Authentic Care on Students’ Persistence at the Beginner Level of Foreign Language Courses

Chapter 6. Wendy M. Whitehead Martelle: Designing for Authenticity: Making Sense of an English Pedagogical Grammar Course

Chapter 7. Maria Bondarenko: Rethinking Authenticity in SLA from the Perspective of L1 Use: A Concept of Cognitive Authenticity

Part 2: Authenticity and Identity

Chapter 8. Grit Alter: Authenticity, Curricula and Authentic Education

Chapter 9. Wietske Boon and Irma Eloff: Authenticity and the Psychology of Language and Learning During Early Childhood Education

Chapter 10. Elsabé Taljard: Authenticity in Language Teaching: An African Language Perspective

Chapter 11. Irene Heidt : When Moral Authority Speaks: Empirical Insights into Issues of Authenticity and Identity in Multilingual Educational Settings

Chapter 12. Veronika Makarova: Exploring Authenticity for an Endangered Heritage Language Context: Canadian Doukhobor Russian

Part 3: Authenticity and Aesthetics

Chapter 13. Candice Livingston and Hanlie Dippenaar: Autobiographical Fairy Tales for Authenticity in the English Classroom: A South African Higher Education Case Study

Chapter 14. Håvard Haugland Bamle: Indie-Folk Music and the Quest for First-Person Authenticity

Chapter 15. Annelise Brox Larsen: Authenticity and Literature(s) in Teacher Education: Bildung in Jigalong and Bárbmo

Chapter 16. Hanlie Dippenaar, Cheryl Logan and Candice Livingston: Authenticity and Authentic Voices in the Literature Curriculum of Pre-Service Teachers of English

Magdalena Kaltseis: Afterword: Taking Stock of the Authentic – Critical Synthesis and Timely Outlook

Index

Sujets

Disciplines

Language Arts

Teaching

EDUCATION

Lettres et linguistique

Philosophy

Language Acquisition: A Journal of Developmental Linguistics

Study

Professional

Personality

Postgraduate education

Research

Postgraduate

Informations

Publié par	Channel View Publications
Date de parution	10 novembre 2022
Nombre de lectures	0
EAN13	9781800411067
Langue	English
Poids de l'ouvrage	4 Mo

Informations légales : prix de location à la page 0,2500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Authenticity across Languages and Cultures
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Professor Simone E. Pfenninger , University of Zurich, Switzerland
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 157
Authenticity across Languages and Cultures
Themes of Identity in Foreign Language Teaching and Learning
Edited by
Leo Will, Wolfgang Stadler and Irma Eloff
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/WILL1043
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Will, Leo, editor. | Stadler, Wolfgang, editor. | Eloff, Irma, editor.
Title: Authenticity across Languages and Cultures: Themes of Identity in Foreign Language Teaching and Learning / edited by Leo Will, Wolfgang Stadler and Irma Eloff.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: Second Language Acquisition: 157 | Includes bibliographical references and index. | Summary: “This volume centres around concepts of personal and cultural authenticity in foreign language teaching and learning. The chapters cover a wide range of contexts and disciplines, offering diverse perspectives regarding the role language plays in processes of personal growth, learning, development, self-actualisation and power dynamics”—Provided by publisher.
Identifiers: LCCN 2022030509 (print) | LCCN 2022030510 (ebook) | ISBN 9781800411043 (hardback) | ISBN 9781800411036 (paperback) | ISBN 9781800411050 (pdf) | ISBN 9781800411067 (epub)
Subjects: LCSH: Language and languages—Study and teaching—Psychological aspects. | Authenticity (Philosophy) | Identity (Psychology) | LCGFT: Essays. Classification: LCC P53.7 .A98 2022 (print) | LCC P53.7 (ebook) | DDC 418.0071—dc23/eng/20220817
LC record available at https://lccn.loc.gov/2022030509
LC ebook record available at https://lccn.loc.gov/2022030510
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-104-3 (hbk)
ISBN-13: 978-1-80041-103-6 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Leo Will, Wolfgang Stadler, Irma Eloff and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by SAN Publishing Services.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
Foreword: Authenticity in Our Times
Claire Kramsch
Preface: Authenticity Revisited: It’s Getting Personal
1 The Concept of Authenticity in Foreign Language Teaching and Learning
Leo Will and Richard S. Pinner
Part 1: Authenticity and Language Teaching
2 « Что такое аутентичность »? The Concept(s) of Authenticity in Russian as a Foreign Language
Wolfgang Stadler and Anna Dreher
3 Multilingualism and Authenticity in Russian Heritage Language Teaching Practices
Matthew Dame and Natalia Dame
4 Authenticity in Language Assessment: Revisiting the Implementation of a Key Principle
Carol Spöttl, Eva Konrad, Veronika Schwarz, Elisa Guggenbichler and Benjamin Kremmel
5 Authenticity Beyond Teaching Materials: Teachers’ Authentic Care on Students’ Persistence at the Beginner Level of Foreign Language Courses
Anna Shkireva
6 Designing for Authenticity: Making Sense of an English Pedagogical Grammar Course
Wendy M. Whitehead Martelle
7 Rethinking Authenticity in SLA from the Perspective of L1 Use: A Concept of Cognitive Authenticity
Maria Bondarenko
Part 2: Authenticity and Identity
8 Authenticity, Curricula and Authentic Education
Grit Alter
9 Authenticity and the Psychology of Language and Learning during Early Childhood Education
Wietske Boon and Irma Eloff
10 Authenticity in Language Teaching: An African Language Perspective
Elsabé Taljard
11 When Moral Authority Speaks: Empirical Insights into Issues of Authenticity and Identity in Multilingual Educational Settings
Irene Heidt
12 Exploring Authenticity for an Endangered Heritage Language Context: Canadian Doukhobor Russian
Veronika Makarova
Part 3: Authenticity and Aesthetics
13 Autobiographical Fairy Tales for Authenticity in the English Classroom: A South African Higher Education Case Study
Candice Livingston and Hanlie Dippenaar
14 Indie-Folk Music and the Quest for First-Person Authenticity
Håvard Haugland Bamle
15 Authenticity and Literature(s) in Teacher Education: Bildung in Jigalong and Bárbmo
Annelise Brox Larsen
16 Authenticity and Authentic Voices in the Literature Curriculum of Pre-Service Teachers of English
Hanlie Dippenaar, Cheryl Logan and Candice Livingston
Afterword: Taking Stock of the Authentic – Critical Synthesis and Timely Outlook
Magdalena Kaltseis
Index
Contributors
Grit Alter is a professor for teaching English as a foreign language at the University College of Teacher Education, Tyrol (Austria). Her research interests lie with literary and cultural learning, children’s literature in language classrooms, and critical media literacy. She is involved in critical textbook studies, critical pedagogy and diversity-sensitive teaching. Grit Alter is currently conducting a research project on the implementation of a new school curriculum for teaching foreign languages at primary schools in Austria.
Håvard Haugland Bamle is a PhD research fellow at the University of Agder (Norway). His current project deals with song lyrics, authenticity and environmental themes in English and Scandinavian popular music. Håvard Haugland Bamle is also a middle school teacher and a lecturer in the teacher education programme at the University of Agder.
Maria Bondarenko , PhD, is a Russian language instructor at the University of Montreal (Canada) and a lecturer of the methodology of L2 instruction at the University of Heidelberg (Germany). She is a co-founder of the international research group Cognitive Pedagogy for Language Learning. Her current research interests focus on various aspects of L2 instruction at the lower proficiency level, including neuroeducational approaches, open-architecture and backward curricular design, technology in the L2 classroom (e.g. telecollaboration, instructional video materials) and alternative context-specific approaches to the acquisition of the Russian verbs of motion.
Wietske Boon is a specialist counsellor specialising in play therapy techniques (South Africa). She has extensive experience in early childhood education and development and acts as a consultant in the field. She is former acting chair and board member for the Association for the Education and Care of Young Children (AECYC). Wietske Boon is the author of a children’s book, Die virus in die woud . She completed her PhD at the University of Pretoria on mother-tongue, dual-medium and second language education – an exploratory-comparative study on three-year-olds’ social and emotional development.
Matthew Dame is currently a master lecturer at the MAT-TESOL programme at Rossier School of Education at the University of Southern California (USA). He received his EdD in teacher education from the University of Southern California in 2017. He has worked as an EFL/ESL instructor in regular and intensive language programmes at universities and language schools in Russia, Morocco, the Czech Republic and the USA. He is now conducting research into critical reflection in teaching in hybrid classrooms.
Natalia Dame is a lecturer in the Department of Slavic Languages and Literatures at the University of Southern California (USA). She received her PhD in Slavic languages and literatures from the University of Southern California in 2016. Her book project, The Martyr-Heroine in Russia’s Public Imagination , examines the destabilising effect of the revolutionary martyr-heroine on literary portrayals of women in modern R