Authenticity in terms of language teaching refers to the use of materials that are genuine, taken from real life thus engaging students in activities that are relevant for communication in everyday life. Cambridge dictionary defines authenticity as “the quality of being real or true”, while the Collins dictionary defines it as “the quality or state of being authentic”. Implementing authenticity in the classroom is meant to prepare students for communicating in real-life situations and making the language learning journey as enjoyable as possible.
Tomlinson and Maley (2017) refer in their work “Authenticity in Materials Development for Language Learning ” to text authenticity and task authenticity.
If we consider a text to be a spoken or written representation of a language in use we will see that most coursebooks (and digital materials) from the very early days until now feature texts which cannot be said to be authentic because the language is not being primarily used for communication (the stock definition of authenticity of text). Instead the language is being deliberately contrived to help the learner to learn the language.
Therefore they claim that coursebooks do not offer authentic language and the content of the texts in the coursebook is simplified for students to focus on specific language. Researchers have been critical about the lack of authentic texts from coursebooks, because authenticity is important as it exposes students to actual situations from everyday life.
When discussing task authenticity Tomlinson and Maley (2017) state that
An authentic task is usually considered to be one in which the learners perform a real life task which is meaning focused, has a communicative purpose and aims to achieve intended effects.
Therefore there are tasks that are authentic, which involve a context and an actual purpose for communication. Some examples of authentic tasks may include writing an invitation for a birthday party, making a reservation at a hotel or advertising a product. But describing a photo with some given words, changing sentences from direct speech to indirect speech or filling in the blanks with the correct verb tense are not authentic tasks. However it is argued that no actual task can be authentic inside the classroom because the environment is especially created for learning. So it is debatable whether these “inauthentic” tasks can prepare students for communication in real life situations. But they definitely help students acquire vocabulary needed to communicate.
In Romania, the textbooks from primary and secondary school have been updated and there are a variety of publications to choose from. They follow the curriculum, have a clear structure, attractive formats, grammar sections, vocabulary, language functions and much more so they basically cover as many aspects of language as possible. All these cannot be said about the coursebooks from highschool which are old and outdated and not very attractive.
From time to time, teachers feel the need to diverge from the coursebook even if the textbook is well-structured and offers balanced activities. When the textbook is not something you can rely on in class, teachers have to find other materials to teach. And what can offer more than authentic materials? These materials can increase the learning experience to a great extent by making the learning environment more fun, enjoyable and attractive at the same time. In addition, reinforcing target vocabulary and grammar structures within context will promote efficient and lasting learning effects.
Authentic materials are accessible as they can be found practically anywhere, but surely the most common place to look for authentic materials is the internet which is an endless source of information of any kind.
Why is authenticity important in language learning?
Kilickaya (2004) defines authentic materials as „exposure to real language and use in its own community.” In this day and age, preparing students for real-life situations is a priority in EFL ( English as a Foreign Language) teaching classes. Students’ exposure to authentic language forms enables them to better handle genuine interactions both inside or outside their classroom. Authenticity has thus become a central focus for English teachers worldwide as this emphasis on actual situations from the real world is meant to equip learners with the skills needed to manage in the world around us.
Using authentic materials in the teaching English process has diverse advantages in the learning experience that are worth to be considered by every teacher. First of all, as already mentioned, authentic materials come in different forms as there is a variety of materials to choose from – podcasts, news, magazines, blogs, etc. The richness of content is also important as one can find materials to cater for all levels of learners, as well as for the different preferences and styles of the students.
Second of all, authentic materials expose students to real-life situations, helping them understand how language functions both inside and outside the space where they learn. Students might become curious about the countries where English is spoken. It builds self-confidence even for beginners as they get the chance to use the target language in a real world matter with success.
Third of all, authentic materials can show students the way language is used by native speakers in a natural way. This means that they are exposed to different accents, slang, idiomatic expressions or dialects. Thus students are able to develop a more nuanced understanding of the English language.
In addition, by having access to authentic materials students can learn more about different cultures, leading to a deeper understanding of the target culture. Fostering cultural awareness determines the development of intercultural competence, namely the ability to interact appropriately with people from different social and cultural backgrounds. Given our globalised world this skill has become significantly important and students should be encouraged to respect cultural diversity.
Another important benefit of using authentic materials in the classroom is that it can be a fun diversion from the textbooks teachers usually use in teaching English. Students usually find these materials more interesting and entertaining than coursebooks.
Engaging students in working with authentic materials requires them to interpret and understand content. Therefore, another advantage of using these resources is that it develops students’ critical thinking skills. This leads to better problem-solving abilities as well to greater analytical skills.
An essential benefit of authentic resources in teaching English is undeniably the enhanced vocabulary acquisition. Through the activities that integrate authentic materials learners are exposed to a broad range of vocabulary and expressions, improving their abilities to use new words in meaningful contexts.
Authentic materials are an excellent way to review prior knowledge. Topics discussed weeks before can be reviewed by choosing an authentic resource, like an article from a magazine on the same topic. This manner of repeating will better anchor learning in students’ minds. Videos, ted talks, podcasts, articles, posters or advertisements, just like other resources mentioned in this chapter, provide students practice with accents, speech rate , text types, different language constructions and contribute to the development of listening and reading skills. They get accustomed to intonation, pace, word stress, speech patterns that are different from what they can find in the coursebook.
Students are definitely more interested in other materials than what they can find in the textbook. As these resources are more attractive, there is an increased interest from students that can motivate them to a higher level. Thus learners seem eager to actively take part in the learning process.
One great advantage of the usage of authentic materials in teaching, like an article of a current festival or a music video that is trending, is that it prepares students for actual or real world experiences. These resources help them produce language in a natural way and prepare them for scenarios that they will have to face outside the classroom. The practical experience from inside the classroom can boost their confidence and strengthen their abilities. Learners have the chance to expose themselves to interactive practice by stimulating conversations and interactions that they will most certainly encounter in the real-life.
One last benefit consists in the flexibility in teaching that these materials offer. Teachers can adapt the lessons, add or leave out activities or materials. They can choose topics that students are interested in at that moment and transforme the authentic materials found on that topic into precious resources applied in class to foster learners’ comprehension. This way the teaching process becomes more responsive to students’ needs and more personalised for each party involved.
All things considered, integrating authentic materials into the language teaching process boosts students’ linguistic skills, increases cultural awareness and basically provides learners the adequate tools to communicate in an efficient manner due to their involvement in real-world relevant situations.