This document outlines a workshop on using authentic materials to motivate students. The workshop covers defining authenticity, methodological approaches, and resources. It examines selecting authentic texts and tasks to expose students to other cultures while developing language skills. Participants will adapt materials and design their own tasks. The document discusses what makes materials and language use authentic, considering perspectives from various English-speaking regions. It emphasizes selecting materials appropriate for learners and scaffolding activities to aid comprehension and engagement.
3. Aims
Examine how best to select and adapt authentic
materials to use with students as a way of exposing
them to other cultures and ways of thinking.
To look at, observe and demonstrate tasks which
utilise authentic materials.
Participants will adapt materials and design their
own tasks.
9. Gilmore (2007) 8 ‘inter-related’
definitions
1. “the language produced by native speakers for native speakers in a
particular language community
2. the language produced by a real speaker/writer for a real audience,
conveying a real message
3. the qualities bestowed on a text by the receiver, in that it is not seen as
something inherent in a text itself, but is imparted on it by the
reader/listener)
4. the interaction between students and teachers and is a ‘personal process
of engagement’
5. the types of task chosen
6. the social situation of the classroom
7. assessment
8. culture, and the ability to behave or think like a target language group in
order to be recognized and validated by them”
From Gilmore (2007: 98)
11. The Authenticity Continuum
Pinner, R. S. (2014). The authenticity
continuum: Towards a definition
incorporating international voices.
English Today, 30(4), 22-27.
Pinner, R. S. (2016). Reconceptualising
Authenticity for English as a Global
Language. Bristol: Multilingual
Matters.
14. Useful Definition
Authentic materials are ‘designed not to
transmit declarative knowledge about the
target language but rather to provide an
experience of the language in use.’
(Tomlinson & Masuhara, 2010: 400)
“
16. Authentic Tasks
– Example A: The teacher brings an English language newspaper to class
and has students read the text and underline every instance of the
present perfect aspect or passive tense, and then ask them to copy
them all out into their notebooks.
– Example B: The teacher uses an ‘inauthentic’ text from a published
course book which was contrived specifically to practise reported
speech and then discuss other ways in which the speakers from the text
could have said the same thing using different language.
– Example C: The teacher asks students to use the internet to research
about their favourite celebrity or hero and then create a short
presentation in English to the rest of the class about that person.
• Unlike Texts, Authentic Tasks can come from any source.
17. Do you agree with this equation?
Authenticity Motivation
24. What is Motivation?
• Basically it’s why people do things.
• For language learning it is often cited as the
reason students are successful (or not).
• One of the main factors contributing to
motivation has been repeatedly shown to be…..
• ….the teacher.
(Dörnyei & Csizér, 1998 ;
Chambers, 1999)
35. What are Authentic Texts?
• Does authenticity come only
from native or L1 speakers of
English?
• Can something be authentic if
it was produced by learners
rather than native speakers?
• If English is the world’s second
language, what are authentic
examples of English?
42. Native speakers may
feel the language
'belongs' to them, but it
will be those who speak
English as a second or
foreign language who will
determine its world
future.
David Graddol, The Future
of English 1997
“
45. Is World English Authentic?
• What variety of English do you hope to teach
your learners?
46. Washback
• How do exams affect your decision of what to
teach in class?
• Is there any way for you to combine
authenticity and still prepare your students for
their assessments?
Cheng & Watanabe (2004)
51. Nanotechnology is not a for the
problems faced by modern medicine, but it can
help overcome some of the difficulties.
panacea
Problems
Difficulties
≠
Solutions
Answers
Cure
solution
53. Context of Learners
Choosing appropriate materials –
what factors should you consider?
– Age
– Language difficulty (Flesch-Kinkaid)
– Engagement / relevance
– Sensitive issues
54. Adapting Materials
Comprehension Form Focused (vocabulary and grammar). This should be dealt
with in as interactive a way as possible – eg. Students could
simply match up the numbers 1 -6 with a – e or they could check
the words in a dictionary and teach them to their partners.
Consider scaffolding.
Engagement Once the main ideas of the materials are clear and students have
been given time to prepare and understand, have them interact
in a personal (authentic) way with the text/material. Eg. Asking
opinions, debating, responding etc. Materials need face validity
Reflection The students should be given a chance to reflect on the
skills/language that they have used and the purpose this has in
their own learning. In other words, Autonomy training. Students
should know something about what and why they were learning.
56. Sean Penn Task
• Evaluate the ‘authenticity’ of each version of
the handout. Consider face validity and
scaffolding.
• Now evaluate the content of itself. Would your
students engage with this as authentic? Would
they be able to authenticate this?
63. Evaluation
• Age of your learners
• Language ability vs. difficulty of
text
• Engagement / relevance
• Sensitive issues / appropriateness
Adaptation
• Comprehension
• Engagement
• Reflection
64. Task: Adapting Authentic Texts
Form small groups
You will be given an authentic text to use
Discuss the merits of this text in groups
Plan a lesson which you think would be suitable for this text
Try to create some comprehension questions, discussion points and
communicative tasks
Explain your lesson plan to the class
69. PART 4 – MULTIMEDIA MATERIALS
Using technology to expand communicative horizons
70. What are Multimedia Materials
• Have you ever used them in class?
• Are these more motivating for students?
Why?
• Advantages and Disadvantages
• What limitations are there? (facilities, time,
money)
71. Some Examples
• D-Volver
• Google Maps
• Podcasts
• WebQuests
• Video Lessons
• Online Exchange Programs
• Remote Access Field Trip (RAFT)
75. Discussion
• What are some of the possible constraints of
using these resources?
• Are you a technophile or a technophobe?
• Can you see any advantages/disadvantages to
using technology in class?
77. Other ideas
• Blended Learning
• Moodle and Virtual Learning Environments
• Webinars and Open Access Video Lectures
(Harvard etc)
• Create your own media/lesson share club at
school.
• Teacher training videos.com
79. Summary
• You can download the slides and additional
resources at
www.uniliterate.com
• Please email me!
rpinner@sophia.ac.jp
• Please also checkout
www.cliljapan.org
80. PART 5 - ASSESSMENT
Adapting your own materials
81. Instructions
• Time: 60 minutes
• Sections: 1
• Part One: 60 Minutes
The first part is a short essay about how you see
your relationship to authenticity.
All materials must be submitted at the end, you
will not be able to make a copy of this
assessment.
83. Further
• A resource for CLIL
in Japan
www.cliljapan.org
• You can download
the slides and
additional
resources at
www.uniliterate.com
• Please email me!
rpinner@sophia.ac.jp
Don’t forget to setup the video camera to record the sessions ?
Wow them in early with a super quick-fire demo of the things my students have done.
After explaining who I am and what I’ve done, go through the overview for the first session and explain how this forms the basis of all 4 sessions.
Things to mention about self – written several articles about the subject, one in MET which I will make available online. My eLearning Consultancy and my Teacher Training Credentials plus about to start a PhD in authentic materials.
Explain one of our main focuses will be how to make the difficult language of authentic (ie. Unadpted for learners) materials accessible. Dealing with Difficulty and coping strategies.
Contextualise this to your own needs to ask questions and work in groups – do a quick needs analysis here – high school, uni and primary school ss.
Get them to write the answer, then talk to partner. How many say “a school subject” how many say a living breathing thing? In order for English to be authentic it has to have personal meaning
Do as a task – see if they can spot it. Explain Authentic is a loaded term – it has good connotations in the name, so to be told you are not authentic is an insult. Then say… BUT What about ENGLISH, which is the world’s 2nd Language
Indonesia’s military chief was criticised by the media after being photographed in Singapore wearing what appeared to be an expensive watch worth over $100,000. General Moeldoko was quick to deny the allegation, and was quoted as saying “Just watch me, so you know I am not lying,” before taking off the watch and throwing it on the floor. Why was the military chief so adamant that his watch was a fake? Because he was being criticised for wearing a watch where “millions live in grinding poverty and there is much sensitivity about high-ranking officials leading luxurious lifestyles” (McElroy, 2014). In order to be authentic to his countrymen, Moeldoko wanted to show that he was not flaunting his wealth. However, the question remains as to whether the watch really was a fake, and if not, how he could afford it.
Dr. Moeldoko is former Commander of the Indonesian National Armed Forces (TNI). He graduated from the Indonesian Armed Forces Academy (Years of service: 1981–2015)
As part of register get ss to introduce themselves in groups and to define authenticity and a spokesperson identifies their group members for register and then sumarises, which I then ask them to fit into one of Gilmore’s definitions.
VITAL – Have them plot something as a graph on here and explain it as an example – ask them what the benefit is of doing this.
Star wars as I age and times change….
Bridge but then synergy….
宣言的知識 = Sengen-teki chishiki (declarative knowledge)
This is the last slide of this section.
Refer to the handout and ask ptps to rate each one according to which they find most authentic.
Handout is on page 2
Autonomy is ability to self-select aspects of the learning situation, hence compulsory courses are inherently amotivtiong. So too are overly prescriptive courses or text books.
So, do we throw out the text book? No, but leave room for adaptation. Learn and utilise personalisation/relevancy strategies. Esp focus!
WS – why is autonomy good, what are the benefits of this?
Interest in the theory and practice of autonomy in language teaching and learning has grown remarkably in recent years. This lecture begins with a definition of autonomy and then goes on to look at the benefits of being autonomous. It also talks about the issue of culture within autonomy and concludes by discussing possible ways students can become more autonomous themselves.
Adapted from an article by Philip Benson (2007) – ‘Autonomy in language teaching and learning’ Language Teaching Journal
Also ask which they think are more motivating?
The hypothesis is basically that if the teacher is motivated so will the students be. One way to improve teacher motivation is to use authentic materials or materials which the teacher is interested in. This will hopefully (but now always) feed back into the students.
What is this person’s motivation for paddling?
2 forces at work. Originally, this person had own reason to paddle, - intrinsic. Then, they saw the shark and an external force started acting on them – extrinsic.
Do you agree that motivated students are more succesful than unmotivated students?
So, is it our job to motivate students?
Dornyei & Csizer 1998 Dorn (mot strat pp 31-2)
Chambers 1999
In reality, which factor is stronger with our students?
Extrinisc
Ref?
See Dornyei 2001
Self-Det = reaction against research showing extrin opposes intrins. Both can work together and even combine or replace
Integrqtive and instrumental and ref better expl…
Relatedness = social aspect. Relate to other people, but also could be authentic – reflect real use
Authenticity = relevance. Differenty types of relevance to different aspects – learning aims, personal interest, student , teacher.
Basically sum up that studies have proven that both authentic materials contribute to motivation and also that autonomy is important in motivation (this applies also to the teacher).
Perhaps ask if they have much autonomy in their work? If not, talk about the power of adapting materials, and also novel approaches to training – main issue will be preparing for student exams.
Authenticity + Autonomy (T & S)
= Motivation (T & S)
Do you agree with this equation?
Ask for a definition of Authenticity.
Explain that it is useful to consider authenticity from the two viewpoints of texts and tasks
Ask this to the groups, have feedback from them.
Then, put up the bulleted questions
Introduce the idea that authenticity might not be necessarily related to native speakers. Show a video of World English indian speaker from youtube http://youtu.be/sz60jgM6Lrk on next slide.
Indian and Geordie
Rate each in terms of comprehensibility. Usually, the L1 comes lower. Geordie is fully comprehensible to that speech community, the key is to find mutual intelligibility.
Handsome linguists joke. All the best linguists have big beards. Maybe I should grow one. Hand up if you think I should grow one
Add something from Watanabe ref.
Are newspapers authentic. From Native speaker realm?
Are these authentic texts? No
No relevancy.
What is def of authenticity?
It is inevitable that when we use authentic texts there will be words and grammar that our students might find difficult.
This will decrease the more they are exposed to natural language sources
It will also help them to learn coping strategies
One such method is what I call the panacea method.
Go through the steps of the animation – 5 click
Quick demo of Flesch-Kinkaid readability score – make sure it is on the handout too. Could also mention ZPD or Krashen Level+1
Also, ensure that participants understand that engagement refers also to their own level of engagement.
Refer to handout
Questions to help you select materials
Do I (the teacher) find this content stimulating?
Will my learners find this interesting?
Is it suitable for my learners (difficulty, age)?
How does it fit in with the other work we are doing in class?
Will this be useful to them?
We will be using this model in a moment complete the workshop tasks.
Some of the materials don’t even have any words at all, so the ‘authentic’ part comes from the interaction between the students and the language they produce. Therefore it is essential they speak english, so make someone the milk monitor.
Groups of 4.4 (5 groups of 4, 4 groups of 4) = 8 groups in total.
Give each one a different authentic material to work with and plan a lesson or adapt. Perhaps not a bad idea to use some from the assessment.
Bbc words in news japan garbage island
Mick and Keith – short story
CBBC – Egypt pm on trial
Real or fake images
Video – inconvenient truth (woksheet plus explain)
Adventure hols
Saved by the rats
Wind Power
Something for all ages and levels
Need to be html links and better variety
Mention Face validity
Ptps will
Each one should branch to a demo – each demo is supported by a list of links and ideas on the handout with screens and perhaps worksheets which I’ve made.
After each one, have participants discuss to what extent they could employ these in their own classes and encourage questions from the floor.
TED is the best thing since sliced bread!
Download goes to webquests.org
Make your own goes to D-Volver – don’t bother clicking as it is in Multimedia section.
Explain there is only pass or fail mark, ensure they know that the plan should be like the ones they make for their own classes. Not too much detail.