Sessions /
A Framework for Adapting and Exploiting Authentic Materials with Young English Learners #1167

Sources of authentic input in language teaching are generally defined as materials that have not been designed specifically for the purpose of teaching, like the internet, TV, or literature (Gilmore, 2007; Nunan, 1989). In contrast, pedagogical textbooks and syllabi are based on second language learning methodologies. Whether language teachers choose authentic real-life materials or textbooks will in both cases involve assessing, selecting, modifying or preserving, and subsequently evaluating them. Furthermore, language learning being extremely sensitive to the teaching context, teachers are advised to establish a list of local criteria as a prerequisite for using and developing materials. Based on his own experience and a review of past and current literature (Jolly & Bolitho, 2011; McDonough & Shaw, 2002; Saraceni, 2003; Tomlinson, 2008), the presenter will introduce and discuss examples of procedures and techniques for utilizing real-life materials effectively including analyzing the characteristics of learners including, for example, their level, needs and interests; selecting samples of language based on learners’ analysis; analyzing the materials for vocabulary and language structures that are meaningful, salient, and useful to the learners; orchestrating meaningful interaction between learners and the materials; asking high-order thinking (cognitive skills) questions focusing on meaning; encouraging learners to search for and use authentic materials independently after class; nurturing language awareness through repeated and purposeful exposure to language patterns; and piloting, monitoring and modifying materials.

*** Part of the Graduate Student Showcase; this presentation, itself, is ~25 minutes long. ***