Archives

  • Task repetition effects on L1 use in EFL child task-based interaction June 14, 2016
    Research has shown that tasks provide second language (L2) learners with many opportunities to learn the L2. Task repetition has been claimed to benefit L2 learning since familiarity with procedure and/or content gives learners the chance to focus on more specific aspects of language. Most research on task repetition has focused on adult populations, but […]
    Azkarai, A., Garcia Mayo, M. d. P.
  • Learning to mediate: Teacher appropriation of dynamic assessment June 14, 2016
    This article examines how four second language (L2) teachers’ discursive practices changed as they attempted to implement dynamic assessment (DA) in their classrooms. Classroom artifacts, lesson recordings, and reflections from two pre-service teachers and two in-service teachers, both before and after a professional development series on DA, were included in the analysis. Findings revealed that […]
    Davin, K. J., Herazo, J. D., Sagre, A.
  • Processing and learning of enhanced English collocations: An eye movement study June 10, 2016
    Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text containing typographically enhanced collocations (ET group) […]
    Choi, S.

The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore

National University of Singapore, CELC Symposium 2016

Presentation Summary and Resources

In this post you can find my slides, audio from the presentation and also the link to the original questionnaire which I used with my students to find their reaction to different varieties of English.

The connections between authenticity and native-speakerism: Students’ reactions to international English varieties from Richard . . . → Read More: The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore

Reconceptualising Authenticity for English as a Global Language

Reconceptualising Authenticity

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. . . . → Read More: Reconceptualising Authenticity for English as a Global Language

Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity

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Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. In this presentation, based on our paper in Applied Linguistic Review we will outline where the connections between these two concepts, both practical and theoretical, may lie. We will first briefly introduce the concepts of Native-speakerism and authenticity separately, and then present the theoretical framework we have developed to explain the connections between the two. Following this, we will move on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination. . . . → Read More: Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity

5th Waseda ELF International Workshop, Tokyo

Slides from my talk at today’s International Workshop on ELF at Waseda University in Tokyo.

Japanese Students’ Reactions to International Speakers of English: native-speakerism and authenticity from Richard Pinner . . . → Read More: 5th Waseda ELF International Workshop, Tokyo

Using and Adapting Authentic Materials to Help Motivate Students

This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways . . . → Read More: Using and Adapting Authentic Materials to Help Motivate Students

EFL Teacher Journeys, Tokyo June 2015

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The teaching never stops: reflections on teacher roles, transportable identities and social networks

To be(friend) or not to be(friend), that is the question. Some teachers encourage their students to befriend them on social networking sites (SNS), others are understandably wary. SNS can be a very effective way of connecting with students outside the classroom, . . . → Read More: EFL Teacher Journeys, Tokyo June 2015

CAES Faces of English Paper Presentation

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Using self-assessment to maintain motivation in a dynamic classroom environment

In this presentation I outline how and why I have established a self-assessment system in which students give themselves a score for class participation, worth 30% of their overall grade for the semester. I explain how my experience of teaching an EFL speaking skills course . . . → Read More: CAES Faces of English Paper Presentation

Authenticity Poster, CAES Faces of English, Hong Kong

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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 . . . → Read More: Authenticity Poster, CAES Faces of English, Hong Kong

JALT CALL 2015 Conference – Session Summary

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Session slides for the Japan Association of Language Teachers Computer Aided Language Learning Special Interest Group conference at Kyushu Sangyo University June 5-7 2015 . . . → Read More: JALT CALL 2015 Conference – Session Summary

What We Talk About When We Talk About Authenticity

authenticity continuum

Authenticity in language teaching is a thorny issue, and especially in English language teaching because of the nature of English’s use worldwide as an international language, with many diverse varieties. What do you understand by the term authenticity? For most language teachers, the word authentic is part of our daily vocabulary. It is stamped onto the backs of textbooks, it is mentioned when describing a particularly motivating task, and it is often used alongside other words like motivation and interest. So, just what do we talk about when we talk about authenticity? . . . → Read More: What We Talk About When We Talk About Authenticity