"<i>Es ist nicht wirklich negativ, sondern eher authentisch</i>": l'authenticité plurilingue du professeur universitaire "non natif". Une étude de cas de la perception des étudiants à l'Université de Hambourg

In this contribution, we analyse the perception of a non-native plurilingual teacher by a group of students of the University of Hamburg, namely in what concerns her "authenticity". In the studied context, we will claim that authenticity: i) is a dynamic attribute deployed and evaluated locally, dependent on personal traits of the individual, the perception of the context and the affordances attached to it, namely in what concerns the acquisition of disciplinary content; ii) goes beyond the evaluation of the linguistic repertoires of the teacher to embrace other aspects, such as agency and professionality, both of the teacher and the students; iii) is an academic language ideology attached to the norm of the dominant native speaker and based on a rhetoric construction that states the acceptability and productivity of errors and other linguistic deviations when useful for academic purposes (academic "linguistic opportunism").