This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.

1. Get Real!
Using Effective and Affective
Literature in ELT
Susan Hillyard B.Ed. Hons

2. Today's Questions:
 What is real?
 What is literature?
 What is affective?
 What is effective?
 What elements of the Argentine context do
we need to consider?
 The possibility of exploiting literature as a
topic in an exam

4. Reading is like an infectious
disease: it is caught not taught.
(And you can't catch it from
someone who hasn't got it.)
Christine Nuttall, Teaching Reading Skills in a Foreign Language 1993

5. Think Time Rules
 Ask an open ended question ie. one to which
you cannot give one correct answer
 State a specified amount of THINK TIME
(eg. 2 mins.)
 Maintain total silence
 Ask Sts to jot down the answer in writing
 Ask Sts to read it back to self
 Readjust their answer if they wish

6. Ex 1 Think Time
What is authenticity?

7. Authenticity

8. Commoditisation of ELT
 English in the World
 information explosion
 client demand
 competition in the markets
 technology
 research
 expectations

9. A REAL Curriculum
 Too structured
 Too clean
 Too top down
 Too dry
 Too boring
 Too false
 Too much
 Too reductionist

10. REAL Materials
 If it exists is it real?
 Are textbooks real?
 Are abridged versions real?
 Are basal readers real?
 Is all real literature quality?
 Are some readers good?

11. REAL Materials
Cambourne
Cummins
Jarvis

12. Jarvis’ Model of Learning
Jarvis, P (1996) Paradoxes of Learning Page 70, Josey Bass, San Francisco

13. Best Authors
Young Learners Teens
 Sendak M  Tan Shaun
 Hutchins P  Smith L
 Carle E  Raschka C
 Briggs R  McKee D
 Dr Seuss  Child L
 Hughes S  Rosen M
 Dahl R  Allsberg CV
 Hill E

14. Sandie’s Blog
http://picturebooksinelt.blogspot.com.ar/

16. Real books
 http://www.carnegiegreenaway.org.uk/home/
 The Carnegie and Greenaway Award Site
 Shadowing site
 Reading groups
 School blogs
 Worksheets
 Resources

17. Authenticity and ICT
 Explore You tube
 Include Slam poetry/Hip hop
 Publishing tools like blogs and wikis
 Creative tools like Voice thread, Wordle
Piclit, Wall wishes
 Audacity for recording of voices
 Voxopop for short recordings

18. The Real Teacher
 Ex 2
Think about your school days. Take 2 mins
think time and jot down notes on your
favourite teacher and say why
 Ex 3
Share

19. The Concept of the Person:
Being not Having.
I’m putting
I'm I’m bricks one on
building building top of the other
a wall a home
to put a
family in

20. Du Feu Comparison
 Instead of eliciting responses we respond to
demand
 The language becomes relational not functional.
 Qs have truth value
 Physical, affective and intellectual lives are
paramount.
 Interest in language as people not as learners.
 Not listening to the words but to the person.
 Real stories

21. The Traditional Having Mode
 Textbook+T=dominant role
 X2 alienation: a) lang is not their own
b) designed by other
 Teaching in 2 stages: a) learn first
b) St tries to communicate
 Memorisation still a key feature: drill, repetition,
recycling, maybe role play but others’ words
 Objs expressed in linguistic terms

22. The Newer Being Mode
 Roles of T and TB challenged
 St takes dominant role: learner centred
 Being concerns itself with the PRESENT and
the PRESENCE
 Lang reps a meeting in the here and now: real or
imagined.
 Content comes from real books not texts
defined in the past by others
 Lang defined as medium of expression and
communication not as objective.

23. A REAL Teacher
Teaching, like any truly human activity, emerges
from one's inwardness, for better or worse. As I
teach, I project the condition of my soul onto my
students, my subject, and our way of being
together. The entanglements I experience in the
classroom are often no more or less than the
convolutions of my inner life. Viewed from this
angle, teaching holds a mirror to the soul. If I am
willing to look in that mirror, and not run from
what I see, I have a chance to gain self-
knowledge–and knowing myself is as crucial to
good teaching as knowing my students and my
subject.

24. One student I heard about said she could not
describe her good teachers because they were
so different from each other. But she could
describe her bad teachers because they were al
the same:
"Their words float somewhere in front of their
faces, like the balloon speech in cartoons." Wit
one remarkable image she said it all.
Bad teachers distance themselves from the
subject they are teaching–and, in the process,
from their students. Palmer Parker, J (1998) The Courage to Teach,
Josey Bass, San Francisco, USA

25. What is EFFECTIVE and
AFFECTIVE?
 Ex 4
The Argentine Context: Talk Time
What are the main comments from Sts about
reading books?
 Ex 5
The Argentine Context: Talk Time
How much AFFECT is evident in the books you
use?

26. A REAL Student

27. Motivation-Dornyei’s Model
1)pleasant and supportive atmosphere
2) establishing ground rules regarding behaviour
and norms agreed by all
3) encouraging peer support or reading groups
4) recognising individual pupils' interests, levels,
skills and strengths
5) maintaining and protecting motivation through
variety and breadth of tasks
6) retrospective self evaluation

28. The 5 Rs
rhythm
 rhyme
 repetition
 reasoning
 response

29. A Thinking Story
(Learning Styles)
 Exercise 6
Listening notes and reconstruction
 Exercise 7
 Storyboarding and freeze framing
 Exercise 8
Scene creation and acting out

30. The Strategies
 Keeping a reading Diary
 Storytelling Project to peers/to primary/ KG
 Storyboarding/Comic Strips
 Drama conventions like Hotseating/Role on the
wall/Vox Populi/Freeze Frame/ Carousel
 Acting out the story/doing a musical comedy
 Videomaking
 Reader’s Theatre
 ICT

31. The Diary
 Read pg 21-16 today. Best bit:
 I predict:
 Great vocabulary:
 Character graphic organisers.
 Setting notes/pictures/drawings
 Comment on illustrations/copy style of pictures
 Reports/Interviews
 Evaluation

32. Ask REAL Questions
in Circle time.Why or why
 Was the book enjoyable for you?
not?
 What were your favourite or least favourite
moments?
 Who were your favourite or least favourite
characters?
 Was the book easy for you to read? Why or why
not?
 Would you recommend it to your friends? Why
or why not?

33.  What did you learn from the book? For
example, useful language, factual, cultural,
historical, geographical information, etc.
 Would you like to read another story by the
same author? Why or why not?
 Would you like to find out about the author?
 Would you like to try writing your own book?

34. Using your Work for Exams:
The interview.
 Take in the real book: Show and Tell
 Talk about the cover/ spine/blurb/yr
 Show knowledge of author’s/publisher’s
/illustrator’s name
 Author’s history/ biography/ other works
 Refer to Qs from Asking Real Qs
 Ask Examiner some Qs related to real
books.

35. The Birth of a Stone
In those deep mountain ravines
I wonder if there are stones
that no one has ever visited?
I went up to the mountain
in quest of a stone no one had ever seen
from the remotest of times
Under ancient pines

36. on steep pathless slopes
there was a stone
I wonder
how long
this stone all thick with moss
has been
here?
Two thousand years? Two million? Two
billion?

37. No
Not at all
If really till now no one
has ever seen this stone
it is only
here
from now on
This stone
was only born
the moment I first saw it Kwang –kyu Kim

38. Great sites
 http://www.gettingboystoread.com/content/esl-read
http://www.gettingboystoread.com/content/esl-rea
 http://www.bbc.co.uk/my-story/
 http://www.teachingenglish.org.uk/sites/teacheng/f
http://www.teachingenglish.org.uk/sites/teacheng/
 http://www.teachingenglish.org.uk/try/teaching-kid
 http://www.realbooks.co.uk/selection.php
 http://booksandboys.blogspot.com.ar/