Using and Adapting Authentic Materials to Motivate Students

1. USING AND ADAPTING AUTHENTIC MATERIALS TO HELP MOTIVATE STUDENTS Richard Pinner rpinner@sophia.ac.jp
2. Overview 9:00~ 10:30 •Overview & Definition of Authenticity 10:45~ 12:15 •Methodological Approaches 13:30~ 15:00 •Text Resources Workshop Part 1 15:15~ 16:45 •Text Resources Workshop Part 2 17:00~ 18:00 •Assessment
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.
4. All about me… Pinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(4), 22-27. doi:10.1017/S0266078414000364 Pinner, R. S. (2016a). The nature of authenticity in English as a foreign language: a comparison of eight inter- related definitions. ELTWO Journal, 9(1), 78-93. Pinner, R. S. (2016b). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters. Pinner, R. S. (2019). Social Authentication and Teacher-Student Motivational Synergy. London: Routledge. =
5. DEFINING AUTHENTICITY: THE DEBATE What is authenticity?
6. ENGLISH IS … Before we can start – finish this sentence
7. Fake
8. Charlie Chaplin came third in a Charlie Chaplin lookalike contest
9. What is authenticity in language teaching and learning?
10. • Writing on the WALL • IF KILLING GILMORE CAN CHANGE WRITING ON WALL STATEMENTS • MAKE THEM MORE SCIENTIFIC LIKERTS?
11. Authenticity comes from the Greek word authenteo which meant ‘to have full power’. The word is made of two parts; auto- means ‘self’ and hentes refers to the doer or being, and thus has etymological roots with autonomy (self and nomos as in law, self-governing).
12. 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)
13. What is authenticity? Native Real Self Classroom Task Social Assessment Culture
14. Two Basic Strands existential • interactions practical • materials Pinner, R. S. (2016). The nature of authenticity in English as a foreign language: a comparison of eight inter-related definitions. ELTWO Journal, 9(1), 78-93.
15. Authenticity is… the degree of congruence between one’s actions and one’s core self- conceptions – consisting of fundamental values, beliefs, and identities (Vannini & Burgess, 2009, p. 104) “
16. •Who is an authentic speaker of English? •Who represents the best models for our learners?
17. “native speaker”
18. What is a native speaker?
19. Native-speakerism Holliday, A. (2005). The struggle to teach English as an international language. Cambridge: Cambridge University Press.
20. What is your experience of Native- Speakerism?
21. All Englishes are equal, but some varieties are more equal than others Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.
22. What Do you think Authenticity Is?
23. authentic materials are real, as in “not originally developed for pedagogical purposes, such as the use of magazines, newspapers, advertisements, news reports or songs” (Richards & Schmidt, 2013: 43). Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Harlow: Routledge.
24. ‘Classic’ Definition
25. 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.
26. Graded Readers
27. Graded Reader
28. Video Project
29. Video Project
30. Class Journal
31. Class Journal
32. Reflection
33. Do you agree with this equation? Authenticity Motivation
34. 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. Extrinsic Intrinsic
36. Intrinsic Extrinsic
37. Show of hands Which do you find more motivating – materials from a course book or materials you have selected or created yourself?
38. The relationship between student and teacher motivation can be either positively or negatively synergistic. Deci et al (1997: 68) “
39. Teacher Motivation Student Motivation
40. Teacher Motivation Student Motivation
41. Motivational Synergy
42. There is a strong theoretical link Authenticity Motivation
43. Authenticity as a Gap Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 47/41
44. Authenticity as a Bridge Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 48/41
45. Do you get back what you put in? Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 49/41
46. Looking at the dynamic link between teacher and student Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 50/41
47. ERI Energy Return on Investment Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 51/41
48. Energy Return on Investment (ERI) • This is a term taken from physics and ecology, often used to explain the efficiency of fuels. • Energy is fundamentally defined as the ability to do work, and ERI is very basically the payback received • In terms of teaching, I apply ERI to refer to the amount of energy a teacher invests in the class, and how much energy (work) is returned by the students. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 52/41
49. Energy Return on Investment (ERI) I hypothesise this to be the way that social authentication is forged. If there is a high congruence between teacher and learners, this creates a close synergy with reciprocal and mutually beneficial energy flow. At other times, unresponsive learners mean that a teacher will naturally reduce the amount of energy they expend on a class, which in turn has a knock-on effect for motivation. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 53/41
50. Looking at the dynamic link between teacher and student Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 54/41
51. Risking authenticity: Energy Return on Investment in Language Teaching (Pinner) 55/41
54. PART 2 - METHODOLOGICAL APPROACHES AND ICT A Theoretical Framework for adapting authentic materials
55. 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.
56. 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) “
57. Mishan’s (2005) 3 Cs Culture Currency Challenge
58. Culture
59. Currency
60. Challenge
61. What are your experiences? • The most motivating class you ever taught? • The most authentic class you ever taught? • The least authentic class you have to teach? • The most high-tech class you ever taught?
62. 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)
63. Authentic texts?
64. Are authentic materials too confusing?
65. What can you do to help students deal with authentic texts?
66. Dealing with difficulty • Get them used to authentic materials • Coping Strategies – Panacea Method
67. 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
68. Scaffolding?
69. Considerations for choosing materials
70. Context of Learners Choosing appropriate materials – what factors should you consider? – Age – Language difficulty (Flesch-Kinkaid) – Engagement / relevance – Sensitive issues
71. 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.
72. 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)
73. Some Examples • D-Volver • Google Maps • Podcasts • WebQuests • Video Lessons • Online Exchange Programs • Remote Access Field Trip (RAFT)
74. My student’s Video Project
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?
76. TED.com
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
78. Webquests • Download • Make your own
79. What are the best resources you know?
80. PART 3 & 4 – RESOURCES WORKSHOP Traditional ‘Textual’ Authentic Materials
81. Evaluation • Age of your learners • Language ability vs. difficulty of text • Engagement / relevance • Sensitive issues / appropriateness Adaptation • Comprehension • Engagement • Reflection
82. 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
83. Over to you
84. Over to you Share your plan, explain the process of your adapted lesson. Tell us how this is authentic and why you think it will be motivating.
85. Samples • Guardian Lessons • Weather Lesson • Film Lesson • Blockbusters
86. Summary • You can download the slides and additional resources at www.uniliterate.com • Please email me! rpinner@sophia.ac.jp
87. PART 5 - ASSESSMENT Adapting your own materials
88. Instructions • Time: 60 minutes • Sections: 2 • Part One: 45 Minutes The first part is a short essay about how you see your relationship to authenticity. • Part Two: 15 Minutes The second part of the assessment is a short questionnaire about your attitudes to authenticity. This part is optional. All materials must be submitted at the end, you will not be able to make a copy of this assessment.
89. Native-speaker Centric Before this workshop I just thought that ‘authentic’ means ‘native’; using a newspaper in English class is better than using a textbook. But now, at the end of the workshop, I can talk more about authenticity, giving my experiences today as an example. (Momoko) “
90. Authenticity, Self and Efficacy [...] I have felt negative about myself as a non- native English speaker who teaches English. Now, I don’t. Authenticity connects me not only to English but also learning. (Momoko) “
91. Authenticity, Self and Efficacy My idea about authenticity has changed dramatically by participating in this workshop. Before I joined this workshop, my definition of authenticity was the language material source from native speakers. […] “
92. 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
93. Thanks for your attention! See you later, alligator.
94. Authentic Englishes 0 50 100 150 200 250 300 350 400 450 Comp Auth Comp Auth Comp Auth Comp Auth Comp Auth Comp Auth British American Indian Singpore Korean Geordie
95. 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?
96. 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 “
97. Kachru (1985) Inner circle Outer circle Expanding circle
98. Graddol’s (1997) Three Circles of English Overlapping
99. Is World English Authentic? • What variety of English do you hope to teach your learners?

Editor's Notes

CAREFUL DON’T CHANGE TOO MUCH 2018 as COPIES ALREADY DONE

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.
Mention PhD and Sophia. Mention my PhD research and that this is related. Also mention most presentations are before paper but I’m doing it other way around so I want to be a bit unconventional and outline follow up stuff rather than go over stuff that can be read although don’t worry I won’t go off topic.
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)
Real is not always probably, or likely, or even easy to find
Here in WS, ss do WALL DEFS activity ala mehisto and use postits.

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.
8 definitions agreement thing
The word authenticity derives from the Greek words auto, meaning self, and hentes, meaning doer or being. In the mid-14th century, the word came to mean that something had the property of being factual, and since the 18th century authenticity has contained the modern implication that the item being described is factual (not fictitious), real or genuine (Harper, 2013). Right down to its etymological roots then, authenticity is closely related to autonomy. Autonomy is made of the same Greek root, auto- and nomos, meaning custom or law.
CONGRUENCE BETWEEN ACTION AND BELIEF *QUOTE MYSELF HERE WITH REF
Now, seriously, who wants to sound like the queen?

IDENTITY

What models do our students have, we should ask as it will affect how they view their relationship with the TL
Most people in the world speak more than one language
Bilingual people?
Native-speaker is a theoretical construct from linguistics (ROB)
In the world, there are 196 countries and about 6,500 languages (Heinrich 6). The number of spoken languages in the world is numerically more than 33 times larger than that of countries. That means that several languages are spoken in most of the countries in the world. Papua New Guinea is the country who has the most spoken languages, and people speak 820 languages there. Indonesia, followed by Papua New Guinea has 742 languages and Nigeria has 516 spoken languages
ELT is not ELF, but prejudices from ELT industry will bleed into ELF (eg. Jenkins Lingua Franca core is of learners), ELF relies on interlocutors having achieved sufficient proficiency to communicate, presumably through learning and instruction. Therefore the way they learned English is part of their beliefs in ELF. Prejudices from learning will influence interactions in ELF.
Poll the participants
Rob’s “pure” experience leads into authenticity….
Maybe mine----
EMPOWERMENT
Poll the audience
Extrapolation techniques
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.
VENS ARE BETTER FOR PLOTTING BUT MAYBE KILL ALL THIS AND GO ONTO SYNERGY AND EROI
https://www.youtube.com/watch?v=iMmofI9PMt8&list=LLSaNgN5-hI_-SeGlFYj1LJw&index=238&t=0s
Should be relevant to others, although how you authenticate this story is really up to you.
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
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.
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?
Star wars as I age and times change….
Bridge but then synergy….
https://youtu.be/VOMWzjrRiBg?t=8m44s nick this vid to 9.48 very short gif with subs extract
Refer to the handout and ask ptps to rate each one according to which they find most authentic.

Handout is on page 2
宣言的知識 = Sengen-teki chishiki (declarative knowledge)

This is the last slide of this section.
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.
APP SHARE
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.
Need to be html links and better variety
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
Mention Face validity
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.
NEED TO FIND THIS DATA AND COLLATE IT ALL
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.
Handsome linguists joke. All the best linguists have big beards. Maybe I should grow one. Hand up if you think I should grow one