4.16.24 21st Century Movements for Black Lives.pptx
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.
=
11. • Writing on the WALL
• IF KILLING GILMORE CAN CHANGE WRITING
ON WALL STATEMENTS
• MAKE THEM MORE SCIENTIFIC LIKERTS?
12. 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).
13. 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)
17. 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)
“
18. •Who is an authentic
speaker of English?
•Who represents the best
models for our learners?
23. 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.
25. 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.
28. 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.
36. Do you agree with this equation?
Authenticity Motivation
37.
38. 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)
46. There is a strong theoretical link
Authenticity Motivation
47. Authenticity as a Gap
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
47/41
48. Authenticity as a Bridge
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
48/41
49. Do you get
back what
you put
in?
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
49/41
50. Looking at the
dynamic link
between
teacher and
student
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
50/41
51. ERI
Energy Return on Investment
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
51/41
52. 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
53. 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
54. Looking at the
dynamic link
between
teacher and
student
Risking authenticity: Energy Return on
Investment in Language Teaching (Pinner)
54/41
58. PART 2 - METHODOLOGICAL
APPROACHES AND ICT
A Theoretical Framework for adapting authentic materials
59. 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.
60. 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)
“
65. 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?
66. 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)
71. 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
74. Context of Learners
Choosing appropriate materials –
what factors should you consider?
– Age
– Language difficulty (Flesch-Kinkaid)
– Engagement / relevance
– Sensitive issues
75. 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.
76. 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)
77.
78. Some Examples
• D-Volver
• Google Maps
• Podcasts
• WebQuests
• Video Lessons
• Online Exchange Programs
• Remote Access Field Trip (RAFT)
81. 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?
83. 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
86. PART 3 & 4 – RESOURCES
WORKSHOP
Traditional ‘Textual’ Authentic Materials
87. Evaluation
• Age of your learners
• Language ability vs. difficulty of
text
• Engagement / relevance
• Sensitive issues / appropriateness
Adaptation
• Comprehension
• Engagement
• Reflection
88. 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
93. Summary
• You can download the slides and additional
resources at
www.uniliterate.com
• Please email me!
rpinner@sophia.ac.jp
94. PART 5 - ASSESSMENT
Adapting your own materials
95. 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.
96. 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)
“
97. 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)
“
98. 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. […]
“
99.
100.
101.
102.
103. 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
106. 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?
107. 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
“
110. 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
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.
宣言的知識 = Sengen-teki chishiki (declarative knowledge)
This is the last slide of this section.
宣言的知識 = Sengen-teki chishiki (declarative knowledge)
This is the last slide of this section.
宣言的知識 = Sengen-teki chishiki (declarative knowledge)
This is the last slide of this section.
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