2. THE TEXTBOOK
• How reliant are you on the textbook?
• Do you use it as is or modify it (sequence, group
dynamics, content)?
• Why or why not?
There is no perfect book!
• Language (artificial, recognition of variation)
• Content (appropriateness and relevancy
• Principals (ACTFL 5 C’s, Bloom’s taxonomy)
• Methodology
• Goals and objectives, needs of students
8. How to use authentic materials:
Selection
Adapt the task not the material
Scaffolding
Variety of group dynamics
Variety of tasks and activities
11. Authentic: RECIPES
-Tomlinson ed 2 p. 48- . Simon Pryor:
3. pre-reading, reading, post-reading tasks
order of steps
categorize ingredients
write your own
13. Why create materials?
• Tailored to specific context and students
• Experience: knowledge, principals, beliefs
• engaging, increased motivation, interest
• professional growth, collaboration
Advantages
14. Potential Disadvantages
Easy to overestimate
“engaging” qualities
Difficult to create, time
consuming
Teachers may not be suited to
material development
Institutional,
environmental,
program factors
19. Why use student generated materials?
For creators:
Creative and critical thinking
Ownership
Motivation
Advantages
For students using
materials:
Inspiration
More interesting, motivating
Variety
20. • Can be less structured, more frustrating!
• Errors (language, factual), sound quality
Potential Disadvantages
• Clear instructions and expectations
• Examples or models
• Scaffolding
• Ample time
Important considerations
24. • Blogs and wikis
• recipe collections
• clothing catalog
• short stories
Class anthologies
25. FINAL CONSIDERATIONS
• Students
• Course
• Content, Sequence,
format, presentation
• Group dynamics
• Variety
• Principles, methods
• Evaluation
Adapt (sequence, extracts, dynamics)
Supplement
26. References
Apple, M, & Kikuchi, K. (2007). Practical PowerPoint group projects for the EFL classroom. The JALT
CALL Journal Vol 3, No. 3, pp 110-122
Del Rey Cabrero, E. (2013). El cómico como material en el aula de E/LE: justificación de su uso y
recomendaciones para una correcta explotación. RESLA, 26, pp. 177-195
Engin, M. (2014). Extending the flipped classroom model: developing second language writing skills
through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14, 5.
December 2014, pp. 12-26.
Gillespie, C. (1991). Questions about Student-Generated Questions. Journal of Reading Vol 34, 4. Pp.
250-257. Wiley.
Harwood, N. (2010). English language teaching materials: Theory and practice. New York: Cambridge
University Press
Lazda-Cazers, R. (2016). A Course Wiki: Challenges in Facilitating and Assessing Student-Generated
Learning Content for the Humanities Classroom. The Journal of General Education. Vol 59, no. 4. Pp.
193-222. Penn State University Press.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh
University Press.
27. References
McLoughlin, C., Lee, M. J. W., Chan, A. (2006). Using student generated podcasts to foster reflection
and metacognition. Australian Education Computing Vol 21 No 2. December 2006
Moreno García, C. (2011). Materiales, estrategias y recursos para la enseñanza del español como 2/L.
Cap. 9. La necesidad de crear materiales (pp. 189-236). España: Arco/Libros.
Polio, C. (2014). Using authentic materials in the beginning language classroom. Clear News 18(1).
Tomlinson, B. (2003). Developing materials for language teaching. London: Continuum.
Tomlinson, B (2012). Materials development for language learning and teaching. Language Teaching,
45(2), 143-179
Yurco, J. (2014). Student-Generated Cases Giving Students More Ownership in the Learning Process.
Journal of College Science Teaching, 43(3).
http://www.bbc.com/mundo/noticias-america-latina-37426533
http://puslit.petra.ac.id/journals/letters/
https://youtu.be/wANu4fwYMro
Comunicación interpretacional e interpersonal, Culturas, Conexiones y Comparaciones: los aprendices hacen conexiones y comparaciones entre la cultura meta y su cultura nativa :
Hoja de trabajo
con preguntas para contestar mientras escuchan: 1. ¿Cuáles son los instrumentos y las influencias musicales o culturales que oyen? 2. ¿Cómo usan la voz y la melodía? 3. ¿Cómo es similar o diferente a la música de tu cultura nativa?
Video de la canción con la letra: https://www.youtube.com/watch?v=a115-17R1F8