Many teachers struggle with ways to expose novice learners to authentic texts. If you scaffold appropriately, novice learners can handle a variety of materials. It’s certainly easier to use anything that has audio or visual in addition to written text. Here are simple steps to scaffolding an authentic text:
In the context of a larger unit on travel, I had my students interpreting the safety procedures on a plane through videos, online brochures and websites. They watched several videos. Here is one example. It is a good choice for novice learners because of its familiarity and cognates.
1. Preview the text: Before students learn any new vocabulary, allow them to watch the video a few times, trying to see if they can identify any words or phrases. Tell them to watch it in a relaxed manner. I usually use a calm voice, and say, “Just listen. You don’t need to understand every word. Focus on what you can understand, not the words that you can’t understand. Just listen.” During the second viewing, as a formative assessment, they can write down the words they hear that they are familiar with, and new words they can infer based on the context. At the end of each viewing, I ask them to hold up a hand low in front of them using their fingers as a way to represent their comprehension, 5 being the highest. They mark this down on the same paper. I can collect the papers and see what does not need to be retaught or we can make a class list off all the words we already know as an anchor activity. Read the rest of this entry
“Culture is an abstraction; it cannot actually be seen or touched…. We see people acting in agreed-upon ways in the face of similar situations…we notice people moving their bodies in certain ways – making choices in their lives about where to live, what to eat, how to learn, how to work and love – in response to similar events and experiences, and say: “oh, these people belong to the same culture”. (H. Ned Seeyle)
Our recent #langchat inspired me to blog about something which I am truly passionate, using authentic texts in the world language classroom. We discussed the definition of culture and how to teach it. Because culture is fluid and amorphous, it is difficult to define. The website http://coerll.utexas.edu/methods/modules/culture/ expands upon culture as a skill.
I like the term “cultural literacy” which includes:
- The ability to perceive and recognize cultural differences.
- The ability to accept cultural differences.
- The ability to appreciate and value cultural differences.
In my experience, the most effective way to teach culture is through the use of authentic texts. They can teach cultural literacy because they contain authentic cultural information and give students exposure to real language. Ned Seelye writes: “Learning a language in isolation of its cultural roots prevents one from becoming socialized into its contextual use. Knowledge of linguistic structure alone does not carry with it any special insight into the political, social, religious, or economic system.”
What is an authentic text?
A “text” isn’t limited to something written down. A text can be a film, an artifact, anything in a language and culture that conveys meaning. Authentic texts are print, audio, and visual documents created and used by native speakers. Examples include books, web sites, articles, artwork, films, folktales, music, advertisements, videos, posters, news, songs, food, commercials. Think of any experience you go through during a normal day in a foreign country. Read the rest of this entry
Ian Jukes “committed me” a while ago. We live in a time of exponential change, and education serves our students only if it prepares them to live in the world as productive citizens. When we think of the real world, we don’t think of an isolated classroom containing barriers with no access to technology, or where its use is prohibited. Unfortunately, many schools are continuing to educate students in this manner. Often, teachers are burdened with narrowing technology budgets and limited resources. Most students have access to cell phones, which currently act a lot more like computers than phones. How can we see them as helpful to our classes rather than hindrances?
Take advantage of the fact that you have 10 or more “computers” in your classroom available for use at any moment, no training required!!
Here are are some useful and meaningful ways to use cellphones in the world language classroom:
1. GoogleVoice: Save time and go green! As an oral assessment, have students leave you a message by calling your GoogleVoicemail in class responding to a prompt. Then, text or email back your feedback and score. Read the rest of this entry