Risking authenticity: Energy Return on Investment in Language Teaching

1. Risking authenticity: Energy Return on Investment in Language Teaching Richard S Pinner

2. Assumption (???????) Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

3. Authenticity begets motivation Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

4. Research Question Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

5. Looking at the Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

6. Definitions Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

7. Authenticity Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

8. Authenticity comes from the Greek word authenteowhich meant ‘to have full power’. The word is made of two parts; auto- means ‘self’ and hentesrefers to the doer or being, and thus has etymological roots with autonomy (self and nomos as in law, self-governing). Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

9. Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters. Authenticity Continuum Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

10. Motivation Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Ushioda advocates a person-in-context relational view of motivation, which is ‘emergent from relations between real persons, with particular social identities, and the unfolding cultural context of activity’ (2009, p. 215). In other words, motivation is not fixed and any attempt to examine motivation must make allowances for various fluctuations as motivation moves along a temporal axis. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.

11. “ Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) The relationship between student and teacher motivation can be either positively or negatively synergistic. Deci et al (1997: 68) Deci, E. L., Kasser, T., & Ryan, R. M. (1997). Self-determined teaching: Opportunities and obstacles. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 57-71). Baltimore: Johns Hopkins University Press.

12. Convergence Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

13. Divergence Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

14. Master Motive Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Authenticity is a ‘master motive’ for social interactions. Weigert, A. J. (2009). Self Authenticity as Master Motive. In P. Vannini & J. P. Williams (Eds.), Authenticity in culture, self, and society (pp. 37-50). Surrey: Ashgate Publishing.

15. There is a strong theoretical link Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

16. ERoI Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Energy Return on Investment

17. Energy Return on Investment (ERoI) Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) This is a term taken from physics and ecology, often used to explain the efficiency of fuels. Energy is fundamentally defined as the ability to do work, and ERoI is very basically the payback received In terms of teaching, I apply ERoI to refer to the amount of energy a teacher invests in the class, and how much energy (work) is returned by the students.

18. Energy Return on Investment (ERoI) Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) I hypothesise this to be the way that social authentication is forged. If there is a high congruence between teacher and learners, this creates a close synergy with reciprocal and mutually beneficial energy flow. At other times, unresponsive learners mean that a teacher will naturally reduce the amount of energy they expend on a class, which in turn has a knock-on effect for motivation.

19. Research Methods Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

20. What I did Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) • Practitioner Inquiry / Classroom-based research • twice a week, one academic year • 42 hours of instruction, non-English majors J. university • Exploratory Practice + Autoethnography • Evidence-based Reflection • Recordings • Students’ pedagogic materials • Reflections, observations • Teacher/Researcher Journal Pinner, R. (2019). Social Authentication and Motivational Synergy: A narrative of language teaching, London: Routledge.

21. Autoethnography and Complexity Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

22. Introspective techniques all round Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) • Metacognition • Built into coursework and assignments • A ‘small lens approach’ • Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577.

23. Examples of data Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

24. Data and Analysis Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

25. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

26. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

27. Self-report • Hattie, J. (2008). Visible learning : a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. • Hattie, J. (2012). Visible learning for teachers : maximizing impact on learning. London: Routledge. • Ushioda, E. (2014). Motivation, autonomy and metacognition: Exploring their interactions. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and Foreign Language Learning: From theory to practice (pp. 31-49). Amsterdam: John Benjamins. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Self-assessment is one of the most powerful enhancement tools for student performance (Hattie, 2008, 2012), and is a useful way to improve students’ metacognitive skills in connection to L2 motivation (Ushioda, 2014).

28. Reflective Journal Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) I entered a state of ‘hyper reflexivity’, or a ‘hyper-alert state’. I had to look deeply inside my own beliefs and to construct a deeper understanding of my own emergent teaching identity, which were both a product of and facilitated by my focus on reflective practice.

29. Network Sociograms Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

30. Vignettes Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Dima Yousef: I really do believe student motivation and energy is contagious. When my students are excited and engaged, I feel the lesson just flows. Also, I become motivated when students tell me that a lesson changed their mind or encouraged them to learn more about the topic… even if teachers plan amazing activities and tasks, students’ lack of interest or motivation or energy will affect the flow of the lesson and the teacher. (Comment posted to the IATEFL Research SIG’s Facebook discussion in reply to my post about teacher-student motivation)

31. Conclusions Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

32. ERoI Teachers who invest personally in their teaching expect a similar personal investment from their students. When this is reciprocal, it creates Social Authentication (congruent validation in the learning process) which leads to positive motivational synergy Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

33. Authenticity as a Gap Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

34. Authenticity as a Bridge Authenticity as a Bridge Risking authenticity: Energy Return on Investment in Language Teaching (Pinner)

35. Further Reading Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Dörnyei, Zoltán, and Magdalena Kubanyiova. 2014. Motivating learners, motivating teachers: Building vision in the language classroom, Cambridge Language Teaching Library. Cambridge: Cambridge University Press. Mishan, Freda. 2005. Designing authenticity into language learning materials. Bristol: Intellect Books. Ushioda, Ema. 2016. "Language learning motivation through a small lens: A research agenda." Language Teaching 49 (4):564-577. doi: 10.1017/S0261444816000173. van Lier, Leo. 1996. Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.

36. Forthcoming Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) Pinner, R. S. (2019). Social Authentication and Teacher-Student Motivational Synergy: A narrative of language teaching. London: Routledge.