My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]

1. Collaborative Authentication
A Social Constructivist Perspective on
ESP Learning and Teaching
Kurt Kohn
University of Tübingen (DE) Steinbeis Transfer Center (DE)
kurt.kohn@uni-tuebingen.de Language Learning Media
http://projects.ael.uni-tuebingen.de www.sprachlernmedien.de
Twitter: @kurtkohn – LinkedIn - Facebook
2013 International Conference on English Education, 20-21 April 2013, Shih Chien University, Taipei, Taiwan, R. O. C.
1

2. The many faces of English
English as a
native language
English as a
lingua franca
English as a
foreign language
English as a
second language
 Increasingly, people find themselves in intercultural
contact zones with English as a necessary and natural
means of communication for non-native speakers
 In private and vocational contexts of communication from
culture and education to business and technology
English is developing into a culturally and economically
relevant means for global communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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3. English as a lingua franca
 The language metaphor
 Typical definitions
 ELF as a “thing” – a language?
 However, is ELF a language at all? Or rather, how useful
it is (for my purposes) to regard it as a language?
 Imagine a group of speakers in an intercultural contact situation
 Colin, Khurshid, Yvonne and Felix
 Each of them will speak his/her OWN English:
native language – second language – foreign language
 Everyone tries their level best to make things work
 Accommodation, meaning negotiation, handling misunderstandings, ‘let it pass’
 ELF communication IS intercultural communication IS communication
To better understand all this let us go back to the roots
** How do we acquire languages? **
"instance of language in a postmodern
world" (James 2005), "a contact
language“ (Jenkins 2006), “a non-
codified form of English” (Dewey 2012)
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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4. My language – my English – my ESP
[Kohn 2011, 2014; http://youtu.be/yCfpD49YhSg]
How do I acquire a language?
 I acquire a language by developing/constructing/CREATING my own version of it in
my mind, my heart and my behavior
 Oriented toward my perception of the target language
 Influenced by my native language, my attitudes & motivation, my goals &
requirements, my learning approach, the effort I invest, and the people I talk to and
want to be with
 Not in idiosyncratic isolation, but in communicative and social interaction with others
The English I develop is my own. And it is inevitably different from any target
language toward which it is oriented.
– The social constructivist “My English” condition –
[part of the human condition for knowledge and learning]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
4

5. Teaching ELF is about helping learners …
 to develop their English (lexis, grammar) so that they are able to meet their
own requirements of performance
 Comprehensibility (⇒ feasibility)
 Grammatical accuracy (⇒ possibility)
 Situational appropriateness (⇒ acceptability, probability)
 Participation and self-expression
 to develop their (individual & social) identity orientation and requirements
 to acquire strategies for making best use of their English in communication
 Accommodation – meaning negotiation – handling misunderstandings – ‘let it pass’
 to explore and trust one’s own non-native speaker creativity
 However, is there a conflict between NNS’ creativity and their SE orientation?
o NO! A constructivist argument for a “weak” SE orientation
o Teaching ELF does NOT mean teaching incorrect English
 For pedagogical purposes the variety view is misleading
 Models and purposes: the sun and the earth example
 An “ELF = variety” model seems to suggest the teaching of incorrect English
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
5

6. Collaborative authentication
 Authentication in and through communicative collaboration
 Authenticity, genuineness, and authentication [Widdowson 2003]
 Understanding more than what is explicitly said [Sperber & Wilson 1995]
 Accommodation and negotiation of communicated meaning
 Participation and group coherence: peer groups and communities of practice
 Interdependence of communication and language learning
 Communication is the goal of language learning
 Language learning is mediated through communication
 Lexis before grammar [Lewis 1993]
 Backwash of communication on language learning
 Blending of general communication into ESP communication (> soft ESP)
 Insights about communicative processing can be generalized
 De-standardization of terms through communication
 Implications for ESP translation competence
 Standardization and communication
 I am NOT arguing against standardization in ESP
 However, de-standardization effects of natural ESP communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
6

7.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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8.  Cultural issues
customs/traditions - arts – sports - new technologies
 Economic issues
fishing & agriculture, automotive industry, world of labour, trade unions
 Urban and rural life
 Social issues
minorities and fringe groups, immigration multicultural society
 Health & social security
national health system, hospitals, health professions, welfare and social
benefits
 Education
educational system & institutions, vocational education, educational
mobility
 The environment
climate change, traffic & pollution, renewable energies, environmental
policy
 Government & politics
political system, institutions & parties, mayor, city council, local
government
BACKBONE interview topics
8Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

9.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical
lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
9

10. BACKBONE Search – “Browse” function
10Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

11. BACKBONE Search – „Section Search“ function
11Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

12. BACKBONE Search – „Section Search“ results
12Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

13. BACKBONE Search – „Co-occurrence“
13Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

14. BACKBONE Search – „Concordance“
Users can enter up to 3
key words and restrict
their search to selected
thematic domains
14Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

15. BACKBONE Search – „Lexical lists“
15Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

16. BACKBONE Search – „Lexical lists“
16Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

17.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning
instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
17

18. BACKBONE Search – Enrichment resources
 Learning modules for listening
comprehension and focus on
form and vocabulary
 Instructions for exploratory and
communicative activities
18Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

19. BACKBONE enrichment resources: Telos exercises
Listening comprehension
and focus on form
19Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

20. BACKBONE enrichment resources: instructions for
exploratory and communicative activities
Collaboration (Wiki)
Forum discussions
Exploring interviews
Internet research
20Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

21.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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22. E-Learning for Languages ⇒ Blended learning
 E-learning can play an enhancing role in foreign language learning and teaching
 provided pedagogic exploitation proceeds from a sound understanding of the HUMAN
NATURE of the needs, conditions and processes involved
 There is clearly a need for language teacher education regarding both educational
technology and the human dimension of language learning and teaching
 Pedagogical affordances
 Multimedia practice & authoring ⇒ linguistic/communicative knowledge & skills
 Pedagogic corpus explorations of (real) communication ⇒ awareness raising,
skills practice and lexical searches
 VLE platforms ⇒ e.g. Moodle
 Tele/web-collaboration
o Forum, wiki, blog, sound/video conferencing (e.g. Skype, BigBlueButton), 3D
virtual worlds (SecondLife, OpenSim), webinars
o REAL-LIFE contact and intercultural
(ELF) communication
o Collaborative interaction:
networking, sharing, community building
o Learning – teaching – teacher education
 e.g. TILA: Telecollaboration
for intercultural language
acquisition
[www.tilaproject.eu]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
22

23.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
23

24. BACKBONE Virtual Resource Pool (VRP)
 Enrichment resources in a Virtual Resource Pool
 Links to video + audio files
 Links to learning modules (e.g. TLP packages)
and blended learning patterns
accessible via
resource sheets
24Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

25.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
25

26. The BACKBONE transcription
26Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

27. BACKBONE annotation
 Annotation
 Annotation at section level
 Annotation categories customized to
capture, e.g. topics, grammatical, lexical,
textual characteristics, and CEF level
 Drag & drop annotation
 Collaborative annotation
27Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

28. The BACKBONE annotation
28Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013

29.  From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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30. References
Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141 – 170.
Glombitza A. (2012). A blended practice-enterprise course for language learning in an international business community.
Journal of e-Learning and Knowledge Society, 8 (3), 67-77. [download ]
Hymes, D.H. (1972). On communicative competence. In Pride & Holmes, (eds.). Sociolinguistis. Penguin, 269-293.
James, A. (2005). The challenges of the lingua franca: English in the world and types of variety. In: C. Gnutzmann & F.
Intemann (eds). The Globalisation of English and the English Language Classroom. Tübingen: Narr, 133-144.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40/1,
157-181.
Kohn, K. (2009). Computer assisted foreign language learning. In: Knapp, K. & B. Seidlhofer (eds.). Foreign Language
Communication and Learning. [Handbooks of Applied Linguistics, volume 6]. Mouton-de Gruyter, 573 - 603. [download ]
Kohn, K. (2011). ELF and the Standard English misunderstanding. In De Houwer & Wilton (eds.). English in Europe Today.
Sociocultural and Educational Perspectives. Amsterdam: John Benjamins, 72-94. [download]
Kohn, K. (2012a). The BACKBONE project: pedagogic corpora for content and language integrated learning. Objectives,
methodological approach and outcomes. Eurocall Review 20/2. [download ]
Kohn, K. (2012b). ‘My English’ - Second language learning as individual and social construction. TESOL Convention,
Philadelphia, 28-31 March 2012. [play video]
Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In Bayyurt and Akcan (eds.). Current Perspectives
on pedagogy for ELF. De Gruyter Mouton. [draft version] [download]
Kohn, K. & C. Warth (2011). Web Collaboration for Intercultural Language Learning. A Guide for Language Teachers,
Teacher Educators and Student Teachers. MV-Wissenschaft. [download]
Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied
Linguistics 15/2, 119-144.
Lewis, M. (1993). The Lexical Approach. The State of ELT and the Way Forward. Hove: Language Teaching Publications.
Repper, R. (2010). Using Corpora in the Language Classroom. Cambridge UP.
Sperber, D. & D. Wilson (1995). Relevance: Communication and Cognition (2nd ed.). Oxford: Blackwell.
Widdowson, H. (2003). Defining Issues in English Language Teaching. Oxford UP.
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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31. Thank you
Access to my presentation slides:
⇒ www.sprachlernmedien.de
⇒ Slideshare
⇒ Facebook and Linkedin
Kurt.kohn@uni-tuebingen.de
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
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