Using authentic resources in the world language classroom is essential. These resources provide a cultural context for learning in an authentic and meaningful way and demonstrate how the target language (TL) is used in the real world. It is often difficult, however, to find the perfect resources to match vocabulary lists or students' level. Although finding the resources may take a long time, they lend an importance to learning a TL and give students the opportunity to learn from the "experts" - native TL speakers.
When looking for appropriate resources, there are a few things to keep in mind:
The task should be level and content appropriate. Although a resource may seem too difficult for students, it is what you do with the resource that is most important. Answering multiple choice questions is easier than open-ended questions. Adjusting the expectations to fit the abilities of the students is much easier than finding a new resource. If a video is too difficult, for example, you can simply turn off the volume and have students watch the pictures.
Plan vocabulary based on resources, not the other way around. It is almost impossible to find an authentic resource to perfectly match your vocabulary list, especially when the list comes from a textbook. If you are flexible with your list, you are more likely to find a resource that fits. Resources do not need to fit every word, but can be a way to introduce a topic or initiate conversation. Whenever possible, find the resources first and then create your vocabulary list.
When looking for appropriate resources, there are a few things to keep in mind:
The task should be level and content appropriate. Although a resource may seem too difficult for students, it is what you do with the resource that is most important. Answering multiple choice questions is easier than open-ended questions. Adjusting the expectations to fit the abilities of the students is much easier than finding a new resource. If a video is too difficult, for example, you can simply turn off the volume and have students watch the pictures.
Plan vocabulary based on resources, not the other way around. It is almost impossible to find an authentic resource to perfectly match your vocabulary list, especially when the list comes from a textbook. If you are flexible with your list, you are more likely to find a resource that fits. Resources do not need to fit every word, but can be a way to introduce a topic or initiate conversation. Whenever possible, find the resources first and then create your vocabulary list.
Plan vocabulary based on resources, not the other way around. It is almost impossible to find an authentic resource to perfectly match your vocabulary list, especially when the list comes from a textbook. If you are flexible with your list, you are more likely to find a resource that fits. Resources do not need to fit every word, but can be a way to introduce a topic or initiate conversation. Whenever possible, find the resources first and then create your vocabulary list.
Go straight to the source. If you or a friend are traveling to the TL country, bring back as much as possible! Keep in mind the various themes and units you cover and focus on the items you really need. Anything can be a resource, so do not spend too much of your vacation hunting for the perfect resource. If you are not able to travel, contact friends or relatives in those TL countries to help you out. People living in the TL country have better access to music, news and other information they can easily pass along.
Use social media. Sites such as Twitter and Facebook are a wealth of resources. Aside from other language teachers, follow your favorite singer or athlete. Many of their posts can be relevant to your teaching (what they ate for breakfast, how they did in a game, etc.) Pinterest is also an excellent source for materials, as I mentioned in a previous post. Not only are there a plethora of language teachers to follow, but native speakers as well.
Modify your search. By simply searching in the TL, you open your search to a wider range of resources. If you still are not finding what you want, check for dialectal or colloquial differences, which can often make a huge difference! You can also try searching country-specific pages. Instead of searching www.google.com, for example, search www.google.cl for pages in Chile. Click here for an extended list.
Go straight to the source. If you or a friend are traveling to the TL country, bring back as much as possible! Keep in mind the various themes and units you cover and focus on the items you really need. Anything can be a resource, so do not spend too much of your vacation hunting for the perfect resource. If you are not able to travel, contact friends or relatives in those TL countries to help you out. People living in the TL country have better access to music, news and other information they can easily pass along.
Use social media. Sites such as Twitter and Facebook are a wealth of resources. Aside from other language teachers, follow your favorite singer or athlete. Many of their posts can be relevant to your teaching (what they ate for breakfast, how they did in a game, etc.) Pinterest is also an excellent source for materials, as I mentioned in a previous post. Not only are there a plethora of language teachers to follow, but native speakers as well.
Modify your search. By simply searching in the TL, you open your search to a wider range of resources. If you still are not finding what you want, check for dialectal or colloquial differences, which can often make a huge difference! You can also try searching country-specific pages. Instead of searching www.google.com, for example, search www.google.cl for pages in Chile. Click here for an extended list.
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