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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

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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

Teaching with Social Networks

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Whether you find yourself addicted or at a loss when it comes to things like Facebook and twitter, more and more people are using social networks for personal and professional reasons. For example, LinkedIn has active discussions about language teaching and various professional groups of teachers and applied linguists. Many schools and institutions have Facebook . . . → Read More: Teaching with Social Networks

Self-Assessment and The Tao

An auspicious observation to start 2015

Happy New Year for 2015!

It was a nice surprise to see that my own article had appeared on the RSS feed from Language Teaching Research as the advance online access is now available! I have had this RSS feed on my blog for several years and now finally I have a paper in this . . . → Read More: Self-Assessment and The Tao