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Published on Thursday, June 16, 2022


Le terme authenticité recouvre plusieurs définitions selon l’angle considéré : juridique, philosophique, moral, ou dans la vie quotidienne. En didactique des langues, tous ces aspects peuvent être envisagés. Là, le mot « authentique » fait immédiatement penser au « document authentique ». Cependant, l’authenticité en classe de langue s’est étendue à d’autres facettes de l’enseignement : le plagiat, qui, grâce au Web, est devenu la source de documentation principale pour beaucoup d'étudiants français, et la consultation de documents dits authentiques, face à l’essor de la désinformation et de l’infox et de la vulgarisation par rapport aux sources originales. On peut s'intergrer également sur l’authenticité de la communication, écrite ou orale, dans la classe.




The term authenticity offers several definitions depending upon the angle considered. From a legal point of view, it expresses the quality of what is authoritative, attested by an official body (CivilCode, Article 1317). In philosophy, it is a virtue by which individuals express their personalities with sincerity and commitment. From a moral point of view, it is the quality of what is true and pure. In everyday life, it expresses the quality of that which cannot be disputed and a certificate of authenticityis awarded when certainty of origin is proven. The adjectival form is often preferred. In language teaching, all these aspects can be considered with perfectly valid applications. In didactics, the word “authentic” brings to mind the “authentic document” (see Lhérété, 2010). The promoters of this notion, which appeared in the 1970s, thought that the use of raw documents (press,radio, television, advertisements, etc.) should be favoured over documents produced by pedagogues to serve as language teaching materials. This was made possible by photocopying, tape recorders, and video recorders, which facilitated the duplication and distribution of these documents. Thisrecommendation was widely adopted in the Lansad field, especially as there were no textbooks for higher education at the time and everything was open to invention. The arrival of computers and the Internet has accentuated this phenomenon by offering a multiplicity of resources from which teachers can draw according to their needs. But authenticity in the language classroom has extended to other facets of teaching. One of the avatars of the infinite access to authentic sources is plagiarism. “The Web has become the main source of documentation for 97.6% of French students, while only 57.2% of them still go to the library”(Perreault, 2007). Plagiarism, the recycling of the authentic, is a phenomenon that may seem simple, but where notions of authorship, place, and process are disrupted, resulting in a product that is often not acceptable in academic contexts. Language teaching therefore also requires knowledge of good practice in the use of these resources while respecting the original sources. On another level, there is the question of the authenticity of written or oral communication in a language class, a group of learners, or between teachers and learners. One may question the authenticity of oral discourse in the target language between people who, outside the language class, speak another common language. Do online or correspondence exchanges escape this artifice? Finally, when consulting authentic documents and faced with the rise of disinformation and fakenews, what place is there for the authority, sincerity and truth that underlie authenticity? Does the necessary vulgarization of the mass media weaken the authenticity of original sources? A reflection on authenticity can be approached from various angles.

  • Epistemological: what meaning can we give to the term “authenticity” in the context of modern language didactics?
  • Methodological: how can we define an interaction, a document, an authentic situation?
  • Linguistic: what are the differences between authentic and non-authentic?
  • Pedagogical: what importance should be attached to authenticity? How does one create authentic teaching situations? What place should authenticity have in the evaluation of learners’ productions?

Submission guidelines

Contributions may be made in French or in English, without a proposal phase. Articles (between 6,000 and 10,000 words) should address one of the aspects of the topic for issue 40 of the journal Foreign Language Learning and Teaching Research and should respect the style sheet available.

Plagiarism is checked by Compilatio. The articles must besent by e-mail to edl@lairdil.fr

before December 31, 2022.

The issue will be published in June 2023.


LHÉRÉTÉ, Annie. 2010. Le document authentique en classe de langue. Journée des langues CDDP 33, 24 janvier 2010. https://anglais-pedagogie.web.ac-grenoble.fr/sites/anglais-pedagogie.web.ac-grenoble.fr/files/le_document_authentique_alherete_jdl2010.pdf.

PERREAULT, Nicole. 2007. Le plagiat et autres types de triche scolaire à l’aide des technologies : une réalité, des solutions. Eductive. https://www.profweb.ca/publications/dossiers/le-plagiat-et-autres-types-de-triche-scolaire-a-l-aide-des-technologies-une-realite-des-solutions.


  • Saturday, December 31, 2022

Attached files


  • authenticity, language didactic, plagiarism, communication, learner, production


  • Crosnier Elisabeth
    courriel : elisabeth [dot] crosnier [at] orange [dot] fr

Reference Urls

Information source

  • Crosnier Elisabeth
    courriel : elisabeth [dot] crosnier [at] orange [dot] fr


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« L’authenticité », Call for papers, Calenda, Published on Thursday, June 16, 2022, https://doi.org/10.58079/1916

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