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Transcript of Using technology
to create learning materials from
How to define
authentic material ?
Expose learners to real language
Aid cultural understanding
Encourage creativity and imagination
Motivate and engage
Aid L2 comprehension
May not seem to match classroom goals
May be hard to find (LCTLs)
Cause anxiety and frustration
May seem difficult in the first place
Learning Resources classification
Only certains aspects of the source can be used !
academic goals can be pursued indirectly !
edit the task, not the text !
Active engagement with the raw text
Make sure that the input is tied with the lesson objectives
Internet provides an increasing number of various "realia" that can be used in class.
Our highly trained LARC language instructors use
for various purposes and levels: their need to edit them with advanced technology is somehow
However, technology is an asset that can be used by LCTL's teachers, who generally lack both scripted and authentic material ! Examples follow.
Authentic materials for comprehension
Vidéo resources, media of choice
easy to find
variety of activities
Same resources for different levels
Viewing without sounds
to build meaning based on visual clues.
watch, pause & repeat
comprehension questions that can lead to cultural perspectives
circling the words heard
match screen shots and short descriptions
(simulation, role-play, reading, discussions)
Authentic materials for assessment (IPA)
Webquest / Rally
Goal : reaching a natural and spontaneous practice of TL
Active engagement through simulation of daily life situation
Learners use problem-solving capability in another language
Pato com laranja.
Kasraian : secret photographer
Bienvenue chez les Robinson
Sort & match
Authentic materials for (formative) assessment
Raw-material as starting point for task-oriented assignments
Bring cultural elements into the course
1. Learners pick up a song in the TL
2. Learners extract and explain 5 sentences from the song (referring to daily life situation)
3. Learners sing to win a song contest
4. Lyrics and video clips during interpretation of the song
1. Students organize a 5 days trip to Rio, to attend a wedding.
2. Budget, map and list of restaurants and hotels
3. Must organize their week by checking and negociating prices (recorded role plays) , looking for nearby attractions and things to do.
4. Students must justify all the choices above.
Authentic materials to elicit production
1. Suitable materials : images, cartoons, videos
to guide learners' comprehension
into parts to involve all students in the process : retelling the story / prediction / expressing opinions or degrees of certainty
Establishing a link between authentic material and grammatical content through functional objectives
Ex. : "retelling a story", "reporting a speech", "describing a scene", "expressing degrees of certainty", etc.
Project "Go idol"
Expressing degrees of certainty
¡Qué mala es la gente!
Authentic materials to teach grammar
Adapting materials to pursue particular functional needs
Maintaining top-down processing strategies to keep students involved and focused
Keeping main communicative properties of the source
1. Inputs modified to fit functional goals (i.e. "reporting someone's speech"→adding cartoon bubbles to pictures
2. Grammatical exploratory of students (contrastive observation of modified cartoon and additional narrative text with reported speech)
¡Qué mala es la gente!
Not enough material available in peculiar dialects, such as Iraqi (LCTLs)
Absence of recorded communications
1. Video designed for learning purpose only
2. Audio resulting from improvised role conversations between native speakers, departing from a topic.
Lesson gin (Rapid Rote)
Animation studio pro
Softchalk cloud, moodle, blackboard
A big thank to :
Cassia De abreu