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.

• ContributorsClaire Kramsch: Foreword: Authenticity in Our TimesPreface: Authenticity Revisited: It’s Getting PersonalChapter 1. Leo Will and Richard S. Pinner: The Concept of Authenticity in Foreign Language Teaching and LearningPart 1: Authenticity and Language TeachingChapter 2. Wolfgang Stadler and Anna Dreher: «Что такое аутентичность»? The Concept(s) of Authenticity in Russian as a Foreign LanguageChapter 3. Matthew Dame and Natalia Dame: Multilingualism and Authenticity in Russian Heritage Language Teaching PracticesChapter 4. Carol Spöttl, Eva Konrad, Veronika Schwarz, Elisa Guggenbichler and Benjamin Kremmel: Authenticity in Language Assessment: Revisiting the Implementation of a Key PrincipleChapter 5. Anna Shkireva: Authenticity Beyond Teaching Materials: Teachers’ Authentic Care on Students’ Persistence at the Beginner Level of Foreign Language CoursesChapter 6. Wendy M. Whitehead Martelle: Designing for Authenticity: Making Sense of an English Pedagogical Grammar CourseChapter 7. Maria Bondarenko: Rethinking Authenticity in SLA from the Perspective of L1 Use: A Concept of Cognitive AuthenticityPart 2: Authenticity and IdentityChapter 8. Grit Alter: Authenticity, Curricula and Authentic EducationChapter 9. Wietske Boon and Irma Eloff: Authenticity and the Psychology of Language and Learning During Early Childhood EducationChapter 10. Elsabé Taljard: Authenticity in Language Teaching: An African Language PerspectiveChapter 11. Irene Heidt : When Moral Authority Speaks: Empirical Insights into Issues of Authenticity and Identity in Multilingual Educational SettingsChapter 12. Veronika Makarova: Exploring Authenticity for an Endangered Heritage Language Context: Canadian Doukhobor RussianPart 3: Authenticity and AestheticsChapter 13. Candice Livingston and Hanlie Dippenaar: Autobiographical Fairy Tales for Authenticity in the English Classroom: A South African Higher Education Case StudyChapter 14. Håvard Haugland Bamle: Indie-Folk Music and the Quest for First-Person AuthenticityChapter 15. Annelise Brox Larsen: Authenticity and Literature(s) in Teacher Education: Bildung in Jigalong and BárbmoChapter 16. Hanlie Dippenaar, Cheryl Logan and Candice Livingston: Authenticity and Authentic Voices in the Literature Curriculum of Pre-Service Teachers of EnglishMagdalena Kaltseis: Afterword: Taking Stock of the Authentic – Critical Synthesis and Timely OutlookIndex

Authenticity has been one of the core concepts of Communicative Language Teaching since the 1970s. This multifaceted, interdisciplinary volume engages with authenticity both in a most stimulating philosophical chapter and in diverse empirical studies, spanning different languages, contexts and approaches. A very welcome and necessary book for those who like to delve into the fundamental questions of language learning and teaching.