AUTHENTICITY IN MATERIALS DEVELOPMENT z-axisviewers direction x-axis y-axis by Alkahvi | and Eko Handayani Towards a Framework for a Localised Approach.

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1 AUTHENTICITY IN MATERIALS DEVELOPMENT z-axisviewers direction x-axis y-axis by Alkahvi | and Eko Handayani Towards a Framework for a Localised Approach to Authenticity of EFL Teaching and Learning Materials (Soufiane Trabelsi)

2 INTRODUCTION Contents THE AUTHENTICITY DILEMMA DEFINING AUTHENTICITY AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING APPROACHES OF AUTHENTICITY IDENTIFIED IN THE LITERATURE THE RESEARCHER’S OWN AUTHENTICITY APPROACH IDENTIFICATION OF THE NEW AUTHENTICITY FRAMEWORK CONCLUSION

3 Introduction A new approach of authenticity which would be appropriate for the Tunisian EFL context. 3

4 THE AUTHENTICITY DILEMMA 4 Authenticity in ELT seems to be a very contentious and complicated ●the review of the relevant literature will attempt to contribute to the clarification of the confused and contradictory picture in which authenticity is perceived Authenticity has long been identified as a valid concept in many disciplines. ● differences in defining authenticity depend on the perspective from which the concept is viewed.

5 DEFINING AUTHENTICITY 5 In Greek, authentic means ‘original’, ‘primary’, and ‘at first hand’. The Random House Unabridged Dictionary (1993, p. 197) provides definitions of authentic as: “not false occupied; genuine; real; veritable; sharing the sense of actuality and lack of falsehood or misrepresentation”; “having the origin supported by unquestionable evidence, authenticated, verified, or entitled to acceptance or belief because of agreement with known facts or experience; reliable; trustworthy”

6 AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING 6 Authenticity is a major component within CLT, especially with regard to the texts used in teaching and learning in order to convey meaning.

7 AUTHENTICITY IN ENGLISH LANGUAGE TEACHING AND LEARNING 7

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10 APPROACHES OF AUTHENTICITY IDENTIFIED IN THE LITERATURE 10 In reviewing the literature on authenticity in ELT area, the researcher identifies four approaches to authenticity: 1.A Native Speaker-Based Perspective 2.The Real Communication Perspective 3.The Interaction Perspective 4.The Learner Needs and Interests Perspective

11 THE RESEARCHER’S OWN AUTHENTICITY APPROACH 11 The arguments that helped inform the framework can be summarised -The conventional view of authenticity has been questioned for its suitability to meet ESL/EFL learners’ needs as well their profile in ELT, in general and ESP, in particular. It is viewed as being too problematic, inadequate, and invalid to meet the needs of NNS (Non-Native Speaker)’s context.

12 IDENTIFICATION OF THE NEW AUTHENTICITY FRAMEWORK 12 The framework consists of a new model for authenticity which is obtained as a result of a combination of a number of components which, at the same time, can be viewed as inputs for the model.

13 The present study can be viewed as a concrete example of how to humanise teaching materials to the learners and their stakeholders (teachers and employers) by tailoring them to their entire profile (linguistic, cognitive, affective, socio-cultural, academic, professional dimensions of those learners) and incorporating more theories and principles in selecting, designing, and evaluating them. Conclusion 13

14 THANK YOU.