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English Language Teachers: Throw Away the Course Book and Adapt Authentic Materials
Use Original Materials?
When asked why they rely so heavily on course books for teaching English, one of the reasons given is that the original materials available are unusable. The main reasons given for this “mismatch” may include:
o Inappropriate material level
o Very difficult
o Too long or short
o Grammar or use of language
o Inconsistency of topics
o Not adapted for special use
o Not adapted to students’ learning styles
Although these factors are certainly present and responsible, they should not prohibit the use of authentic materials in the English language learning classroom. Let’s briefly consider how original materials can be incorporated into an English language teaching curriculum or course of study.
Availability of Original Materials
Materials designed primarily for use by native speakers of the target language are readily available from a number of sources in most countries around the world. Some more common sources include:
o Books
o Magazines
o Newspapers
that TV
o Radio
o Internet
o Videos
those audiocassettes
o Course books
o CDs
those libraries
Most of these resources are readily available even in remote or impoverished regions of the world. In more “developed” regions, they can all be potential sources of material for an English language learning classroom.
Adaptation of Original Materials
Successfully using a consistent range of authentic materials in your English language classroom is simply a matter of tailoring those materials to the needs of your language learners. Some keys to a successful adaptation of original materials include:
o turn them into workshop activities
adjusting the length of o materials
o simplifying or explaining basic language elements
converting those original materials into different types of exercises
Learners benefit from listening materials spoken at a “normal” speaking speed, and listening materials “modified” or “slowed down” to provide “enhanced comprehension” for English language learners. That’s all well and good, but if learners have to apply this learning and listening experience in a real-life setting, they’re missing out. Why? Because – no – the body – speaks – like – this – in real life – in any language. (breathe!)
Original language videos, CDs, newscasts and radio programs can provide invaluable insight into current affairs and cultural aspects of English-speaking countries for language teachers and learners in other parts of the world. The advantage of recorded material is the ability to rewind and repeat it as often as necessary to affect higher levels of listening comprehension. The effects of the images presented in these clips are innumerable. Coursebooks written and marketed for “worldwide use” simply cannot cope with this level of cultural knowledge and influence.
Therefore, even if you can’t “throw away your coursebook,” adapt more authentic materials to use in your English language learning classroom. In the end, you’ll be glad you did.
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