Reconceptualising Authenticity in TESOL: A New Space for Diversity and Inclusion

Abstract

This study sought to probe higher education English language professors’ experiences in cultivating their learners’ authenticity. Using Barnett's (2007) theory of authenticity as the conceptual framework, the researchers explored authenticity as an authentic voice rather than a feature in materials provided by native speakers. The data were collected through interviews and personal documents. The data analysis was based on the interpretation process of modern social science hermeneutics and three core themes were extracted: critical knowledge in English language education, dialectical and reflective praxis, and a flexible and localised curriculum. Indeed, the findings of the study went beyond the exclusive boundary between native and nonnative speakers. It was also revealed that the cultivation of English language learners’ authenticity necessitates a space for diversity and inclusion in addition to epistemological, ontological, and practical spaces. Moreover, the study participants indicated that authenticity can be cultivated in their learners through critical knowledge, which can be acquired through dialogues with not only mainstream voices but also marginalised ones.