Authenticity across Languages and Cultures

Leo Will is a Postdoctoral Researcher at the University of Giessen, Germany and an Adjunct Professor at Saint Mary’s University, Halifax, Canada. He is the author of Authenticity in English Language Teaching: An Analysis of Academic Discourse (2018, Waxmann Verlag). He is conducting phenomenological research in the realm of language teacher education and takes an interest in vocabulary learning. Wolfgang Stadler is a Professor of Russian (Applied) Linguistics and Subject-Specific Language Education at Innsbruck University, Austria. He is the author of a hundred academic articles dedicated to research in pragmatics, sociolinguistics and Russian language pedagogy and the (co-)editor of eight books on topics such as connecting cultures, the testing and assessing of foreign language competences, the pragmatics of silence and the linguistics of football. He has recently founded the open access journal Didaktik der Slawischen Sprachen (DiSlaw) and serves on the editorial board. Irma Eloff is a Professor of Educational Psychology at the University of Pretoria, South Africa and Adjunct Professor at the University of Innsbruck, Austria. She is the author and editor of six books and more than 90 scientific articles and book chapters. She conducts research in sustainability sciences with particular interest in quality education and good health and wellbeing.

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