Authenticity in the Adult Esol Classroom and Beyond

Bibliographic Data

ID10816033
AuthorsCelia Roberts (0000-0002-6103-3514, King's College - North Carolina), MELANIE COOKE (King's College London)
Year2009
Volume43
Issue4
Pages620-642
Publication date2009-12-01
Open AccessYes
TypeARTICLE
VenueTESOL Quarterly (JOURNAL)
Journal identifiersISSN: 0039-8322 • E-ISSN: 1545-7249
PublisherWiley (PUBLISHER • GB)
DOI10.1002/j.1545-7249.2009.tb00189.x
OpenAlexW1900980631
LanguageEN
Citations received13
References cited41

The debate over authenticity is a longstanding one in the teaching of English to speakers of other languages. This article revisits that debate in the context of linguistic‐minority adults who, in the process of migration, experience a loss of independence and cultural capital (Bourdieu, 1986/2004). Adult migrants must develop authentic voices in their new second language both for social and interpersonal encounters and in bureaucratic and institutional settings such as job interviews and medical consultations. These needs are not adequately met by invented or oversimplified functional materials which flatten out interactional complexity. Rather, materials should be research based so that they exemplify the social relations and discourse routines of everyday and institutional interactions

Bureaucracy · Context (archaeology) · Cultural capital · Independence (probability theory) · Interpersonal communication · Linguistics · Pedagogy · Political science · Social capital · Social science · Sociology · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology

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