> learners take "ownership" and make the goals their own.
This seems to duck a certain value judgment implicit in authenticity, and
perhaps some other things as well.
A couple examples. I recall a student that Peter Smagorinsky wrote about
awhile back, Doug, who latched onto writing with an enthusiasm that had
authenticity about it for sure. Doug concluded the project extolling the
benefits of writing, journaling, etc., and of his plans to continue. But Doug
admitted a year later, if I'm remembering his story right, that he hadn't
followed through with his plan.
The Chinese students with whom I work describe the reams of grammar drills and
vocabulary building exercises they did in order to pass their qualifying exams
for university and the TOEFL, GMAT, GREs, etc. Since I've not lived in their
culture, I cannot accurately measure whether their comments are simple
description or reticent complaints. In either case, the students were
dedicated enough to perform exceptionally well, since only 2-5 percent of high
school graduates go on to university in the PRC.
So which story, if either, illustrates an authentic activity? Which learners
have taken ownership of their goals? I'm eager to hear what Gordon and others
of you think.
Donna Phillips
RPI
Troy NY