Reconceptualising Authenticity for English as a Global Language

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Reconceptualising Authenticity

This is a post with information about my forthcoming book from Multilingual Matters.

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. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

Use this discount code at the Multilingual Matters website in order to get 50% off and free worldwide shipping
Use this discount code at the Multilingual Matters website in order to get 50% off and free worldwide shipping

What has plagued the notion of authenticity to date has been an ‘alphabet soup’ of abstract terms and simplistic references that attempt to define what it is and why it is important in L2 teaching and learning. In a compelling personal voice, Pinner masterfully unpacks the complexities of authenticity while re-positioning it on a continuum that is inclusive of global Englishes and relative to individuals’ selves and perceived position in rapidly changing societies.

Karen E. Johnson, The Pennsylvania State University, USA

This wide-ranging book offers a timely reassessment and reassertion of the notion of authenticity in English language education, decisively unshackling it from its ‘classic’ mooring in native-speaker models. Richard Pinner convincingly argues that authenticity – viewed as relevant to the socially dynamic contexts within which people are learning and using English today – is a more important goal for educators than ever before.

Richard Smith, University of Warwick, UK

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JALT CALL 2015 Conference – Session Summary

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This is the session summary/repository for my two talks at the Japan Association of Language Teachers Computer Aided Language Learning Special Interest Group conference at Kyushu Sangyo University June 5-7 2015. My supervisor Ema Ushioda is giving the Keynote Speech, and the conference theme is Language Learning Technologies & Learner Autonomy. Looks set to be a great conference!

Here is the link to the conference home-page.

I will upload a review and further resources after the weekend. Below are the resources for my session.

Session One: Learner Development SIG Forum

Transportable Identities and Social Networks: a reflection on the pros and cons of out-of-class communication

PDFLogo Session handout

Accept or Decline? 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, engaging their real lives and identities. It can also create opportunities for authentic and motivating communication, not just between classmates but also a web of connections with other learners and speakers around the globe. It could also be an ethical minefield, a social ‘can of worms’ and a web of disaster. When people interact in different social contexts, they utilise Transportable Identities (see Ushioda, 2011 for explanation). In this presentation I will draw on both published research and personal experience to reflect on the place of these types of Web 2.0 technology and the inevitable consequences they pose.

Ushioda, E. (2011). Language learning motivation, self and identity: current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210

Session Two: Paper Presentation

A Reflexive Narrative of one Teacher’s Professional Digital Literacy

PDFLogo Session handout

I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.

Barkhuizen, G. (Ed.). (2013). Narrative Research in Applied Linguistics. Cambridge: Cambridge University Press.

Edge, J. (2011). The Reflexive Teacher Educator in TESOL: Roots and Wings. London: Routledge.

kyushu sangyo

The new ‘dog ate my homework’ & the importance of Backups

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Believe it or not, I once used “the dog ate my homework” as an excuse for not doing my French homework. It has, for a long time, being a standing joke that this is the worst and most inexcusable excuse available to students. However, there is a new “dog ate my homework” which I have been hearing students use more and more and which I find equally inexcusable – “my hard drive died”.

As someone who encourages students to type their written assignments and to submit them online through email or through a moodle assignment activity, I hear excuses about lost work which was not backed up quite often. I am quite religious about backing up my own work, ever since a close friend turned to me and told me he wouldn’t know how to continue with his life if he lost all the work on his computer. We have moved on from a society that uses floppy disks and CDRs to store our important files. With digital cameras and online shops such as iTunes and selling music and films for download, many of us now have considerable capital invested in the contents of our hard drives. On my hard drive there are several gigagbytes of films, music and software not to mention all my recent photographs and a growing collection of essays, articles and lesson plans. If I were to lose all this it would be a very crushing blow, something akin to having my house burgled. And yet, computers and hard drives are much more likely to go wrong than a person is to get burgled.

I use several applications to securely backup and synchronise my work. My virus and PC security software is Norton 360, which comes with a small amount of online backup storage which can be scheduled to run automatically. This space is just about enough to backup email contacts, browser favourites and so on. However, for browsing I use XMarks, which is fantastic as it not only backs up your bookmarks but it also synchronises them with another computer and allows you to access them from the cloud on any machine. The other service I couldn’t recommend highly enough is Dropbox. I find this invaluable both as a cloud accessible online storage service and also as a synchronisation tool between my desktop and laptop. It is incredibly easy to use, after installing the program a simple file is created in the My Documents folder and you can simply drop files in there and they will be backed up automatically. If you have more than one computer, the next time you turn it on the new files will be synchronised as long as you have Dropbox on there and registered.

Of course, there are limits to these cloud services, especially for things such as my lesson bank and music files. I invested in a 1 terabyte external hard drive a while ago and I use a free program called FreeFileSync which is very versatile and allows you to create automatic or mirror backups in just a few clicks. Of course, some people create .bat files and use scheduled tasks to automate this process, but I find this method works best for me as I use my computer at different times of the day and night and scheduled tasks don’t always get the chance to run.

When I begin a term and meet a new class of students, I think it is important to explain to them clearly and in no uncertain terms that lost homework from failing to have a backup will not be accepted as an excuse. It is not only a bad excuse, it is a dangerous lifestyle choice to fail to keep your work backed up at all times. If students don’t have a USB stick or don’t want to use any of the free services such as Google Docs, Hotmail SkyDrive or Dropbox then they can simply email themselves the essay they are working on and that will also suffice as a backup.

Although we often think of our students in terms of ‘digital natives’ I think that we can easily forget that they are not digitally experienced although they are digitally literate. Unless you have experienced first hand the pain and frustration of losing a body of work due to hardware malfunction the hard drive can seem like too much of a robust and impenetrable safe box. If we can explain this issue to our students then we not only teach them the worthlessness of the dead drive excuse, but we may save them from the  genuine danger of losing their work.

CALL Teacher Education

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There is a brilliant book entitled ‘Teacher Education in CALL’ (Hubbard and Levy eds. 2006) which details the current state of CALL teacher education – some of the predominant findings are that there is not enough CALL Teacher Education going on as part of INSET or PRESET training, and even when CALL is part of Teacher Education programs it is often considered unsatisfactory in terms of preparing teachers to actually use CALL applications in class.

In the TESLCA-L List-Serv I started a post about CALL and Autonomy and was soon contacted through the list by Greg Kessler, a researcher and CALL Teacher Education Specialist who contributed to the ‘Teacher Education in CALL’ book. The post took on a slightly new purpose then, focusing on CALL Teacher Education and how this can feed into Autonomy Training.

I decided I would expand the idea by adding a post here. By joining the free mailing list TESLCA-L you can read the archived postings and also add to them, or alternatively leave a comment here on this blog about the subject.

We are particularly interested in:

  • any CALL preparation courses you have taken
  • your attitudes towards CALL use and CALL Teacher Education
  • any experiences you have had while trying to integrate CALL into your classes

We look forward to reading your postings!