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How do authentic materials representing LGBT+ identities impact on the learning of a high attaining Year 10 group studying French?

Natasha Crosby

(PGCE Modern Languages, 2019-2020)

Email: ncrosby1995@gmail.com

Abstract

I present a study of authenticity in language pedagogy and analyse the findings of action research into the effects of authentic materials representing LGBT+ identities on the learning of a high attaining Year 10 French group. Interactional authenticity between the language input and learners emerges as a principal concern, with focus given to the teacher’s role in its construction. Student work was found to demonstrate some interactional authenticity with source texts through relexicalisation, but conclusions on the emergence of ‘authentic voices’ remain unclear and complex. Points for further research into cross-curricular approaches and potential for LGBT+ advocacy in education are also suggested.

Copyright: © 2021. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file:669-698crosbyn

Citation: Crosby, N. (2021) 'How do authentic materials representing LGBT+ identities impact on the learning of a high attaining Year 10 group studying French?'. Journal of Trainee Teacher Educational Research, Volume 12 pp.669-698. https://doi.org/10.17863/CAM.83618