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ELT Voices – India Volume 2 Issue 5 | October 2012
ISSN 2230-9136
© Ignite (India) Publishing, Bhavnagar, Gujarat – India
www.eltvoices.in
ELT Research Paper 7
The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
Tungesh G.M.
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
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Introduction
This paper is an attempt to highlight the importance of using Media Sources and
authentic materials in the ESL classrooms. These teaching materials, if they are
used judiciously, will become useful teaching aids for developing language
competency among the learners of English as a second language at various
levels. The paper, however, focuses particularly on the use of three types of
authentic materials which are available plenty in Indian Society – namely,
pamphlets, brochures, itineraries, timetables, magazines and newspapers. This
paper also briefly explains the benefits, the selection of authentic materials and
the approach for language teaching.
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Definition
Authentic materials can be defined as “real texts not written for language teaching
purposes” (Julian 1997:27).These can include brochures ,circulars, pamphlets, notices,
menus, instructional manuals, posters, advertisements, various kinds of magazines,
newspapers as well as video clips, radio broadcasts and internet materials. These
materials have been produced for some social or intellectual, and for business
purposes in the community. Therefore, the language used is -‘real’ or authentic.
Approach
For using authentic materials for language teaching, a communicative approach (CLT)
will be ideal as it opens up wider perspectives on language teaching. In particular, it
makes us consider language not only in terms of structures but also in terms of the
communicative functions that it performs.
A communicative approach to the content of a course need not involve abandoning the
use of structural criteria for selection and sequencing. Mastery of the structural system
is still the basic requirement for using language to communicate one’s meaning.
However, a communicative approach encourages us to go beyond structures and take
account of other aspects of communication.
Criteria
The criteria for using Communicative Approach are its features. They are:
1. The focus is on meaning
2. Contextualization is basic
3. Effective communication is sought
4. The process of struggling to communicate is stressed
5. Trial and error are accepted as natural and normal
6. Fluency is primary and accuracy is secondary
7. Students’ interaction and involvement are essential
8. Teacher acts as a motivator and facilitator
9. Judicious use of the mother tongue
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Teachers’ role
This is very significant to notice in the ESL context that: “Teachers can no longer be
regarded as possessing sacrosanct knowledge which they dispense in daily doses to
their docile flock” (Maley:1986). Instead, we need to set up tasks and activities for
students. It is very important that we need to subordinate our teaching behavior to the
learning needs of students. The problems of the learners such as individual
differences’ their ‘cognitive styles and strategies’ their ‘autonomy in the learning
process’ will have to be taken care of , to the extent possible in the communicative
classroom.
Students Role
Students ‘ initiative and interaction rather than teachers’ control is emphasized in
CLT. The teachers role changes from freedom to responsibility. The communicative
needs of the learners are analysed before designing a course for them. The materials
aim at maximum efficiency and economy in the student’s learning. The students are
exposed to a large number of situations and wide range of possible activities that are
as real as possible.
Benefits
In ESL context, both the teacher and the learner can make use of these authentic
materials as the sources for language teaching / learning. The teachers can benefit the
use of authentic materials which can help to break the routine of using the textbooks
or workbooks in the classrooms. And, for the learners, they serve to be their sources
for language development, and collection of such materials and doing work with them
will be a sound habit. They provide a welcomed variety if chosen and used
appropriately and judiciously. These materials also provide opportunities for the
learners to be exposed to ‘real ‘ language in use , thereby helping them to use ‘real’
language in meaningful contexts. The issues contained in these materials are more
current, fresh, and relate more to learner’s needs. Students are, therefore, generally
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
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more motivated to use the materials. The nature of the materials can also support a
more creative and critical approach to the teaching- learning approach. When students
are interested in the topics , this can encourage them to read further. Hence, they can
provide a valuable source of materials for language learning.
Selection
Care should to be taken by the teachers as they are the facilitators; and, the facilitating
competence of the teacher is highly required as ‘authentic materials’ often contain
difficult language with complex language structures and a vast range of vocabulary
items that can present numerous difficulties for the ESL learners, especially those at
lower proficiency levels. A careful selection of these materials for use in the class
rooms is, therefore, very important .The teacher must select materials that are
approximately pitched to the proficiency level of the class. As a general guide, select
shorter texts or articles with simpler, less complex language. Use extracts from longer
articles. Select topics that are likely to be of interest to the learners, too. Most of these
materials contain a lot of visuals that can be used as interesting stimuli to generate
language. Particularly, brochures, magazines and newspapers are readily available and
teachers should look out for these and collect and compile them for use in the
classrooms.
Tasks / activities
The tasks or activities using these authentic materials will certainly develop to a
greater extent the learners’ language skills ( LSRW), communicative activities, and
they also provide practice for grammar and vocabulary development. Some of the
tasks can be adapted to suit the different target groups or proficiency levels. As a
general guide, easier tasks can be developed for more difficult texts and more
challenging tasks can be developed for easier texts. Some of the tasks or activities can
be used for ESL learners ranging from Pre-University level to graduate level. While
designing tasks, the teachers need to allow flexibility so as to make the task interesting
and beneficial. For example, using the same picture stimulus, students of lower
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
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proficiency level are only required to write two or three sentences to describe the
picture while those at higher proficiency can write more. Whenever possible, we need
to make use of the coloured visuals found in these materials.
Approach
Meaningful language learning very often involves interaction among students.
Therefore , the tasks or activities will best be carried out in pairs or small groups. In
this way, more support is provided for the learners as they help one another to
complete the given task. This will also reduce the time taken to complete the task, and
the task becomes livelier as the learners interact with one another. It provides a real
audience as some of these tasks have to be presented to the other groups. Students also
gain confidence as they contribute their ideas and to speak to their peers in English.
To enable the students to carry out the task or activity effectively, clear, precise
instructions should be given. It is advisable that the teacher should not ‘over-correct’
or interfere too much when the students are in the process of doing the required task or
activity. The teacher should go around facilitating the pair or group work and taking
note of relevant points that can be given as feedback after the session.
Travel brochure
Using travel brochures for language activities is beneficial as they are easily
obtainable. They are colourful and relevant to students’ interests. Maps and pictures of
interest and their descriptions can be meaningfully exploited for language use. Careful
selection of the suitable ones and using them for the language class is will be very
interesting. Students can also be asked to collect these brochures.
Tasks / activities using travel brochures
1. Compare and choose one itinerary
Select two itineraries to the same place from a travel brochure ( e.g. 5 days
Delhi / 6 days Sikkim). Read the itineraries and choose one, stating the
rationale for your choice.
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2. Design an itinerary for a day tour.
Identify a brochure. Then use the map, pictures and descriptions of places of
interest to enable students to work in small groups to plan an itinerary for a day
tour. Take into account the estimated travelling time and include opportunities
to do some shopping and visits to nearby famous places.( e.g. A travel
brochure of Delhi).
3. Complete tasks based on an extract read from a travel brochure.
Students read an extract in pairs. They can discuss and complete the tasks.
Examples: Identify words and phrases ( synonyms) from the extract.
List the activities mentioned in a mind map.
Design a page to advertise the place. ( pair/ group work)
4. ‘Places of interest’ card
Choose and read a brochure about a place you would like to visit or have
visited. Select a few cut out pictures of places of interest. Write 2-3 sentences
about each place / picture. Organize the information and the pictures in a card
(A4 size) and fold the card in the middle.
5. Can you tell me?
Show various brochures of different places of interest. Learners work in small
groups to formulate questions ( oral or written) that they would like to know
about the place selected.
Example: Brochure of a National Park.
What can we do there?
What are the types of accommodation provided ?
Magazines
There are many types of magazines and they are usually available periodically,
usually once a week / month. So the older issues can therefore be cut out and
used in the classrooms. Magazines provide valuable sources of attractive,
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
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colourful pictures and these can be used as stimuli to generate language. The
varied topics in the articles can also cater to the different interests of the
students. Besides, collecting these articles and pictures, the teacher can
encourage the students to have a collection of pictures and articles that are of
interest to them.
Tasks/ Activities using magazines
1. Writing advertisement for a product.
Select an advertisement of a product from any magazine/ newspaper. Cut
out the picture and rewrite phrases and sentences to advertise the product.
This can be done in small groups and students can write and advertise
several products.
2. Recommend a product advertised.
Select a product that you like (food, household item ,etc.) advertised in any
magazine. Say why you like the product and recommend it to your group
members.
3. Rationale for choice of vacation.
Find the location of the places mentioned in an article ( e.g. The Andaman
and Nicobar Islands),
Using a relevant map, read the information in the article and then select one
island that you would like to go for your vacation. State your rationale (
oral or written).
4. Read and talk about an article.
Use several one- page articles. Have two pairs in a group. Each pair is given
an article to read. Jot down the main points / ideas. One person from each
pair then takes turns to talk about what they have read in a few sentences to
the other pair.
5. Information in graphic organizers.
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Distribute an article to each group. Discuss and identify main information.
Organise the information into graphic organizers.
6. Creative writing.
Identify some words from an article that the students have read. Discuss and
create another piece of writing using the words selected. This can be in the
form of a short paragraph or a poem.
Newspapers
Newspapers are the most easily available source of authentic material. If the
necessity arises, multiple copies ( photocopied) of the same newspaper can
be more easily obtained. The different sections of the newspaper – the
headlines, the pictures, the cartoon strips, the advertisements, letters to the
editor as well as the news article, or the reports can be exploited differently
for language use. Numerous pictures can be coloured and some of the
pictures with no colour can also provide interesting. Some unusual pictures
may be used for generating language.
Tasks / Activities using newspapers
1. Write about a famous person
Select a picture of a famous person( e.g., Dr. Abdul Kalam).Write 2-3
sentences about him or her, and also write 2-3 questions you would like to
ask to find out more about him/ her of your choice. ( e.g. what do you do
during your leisure time?).
2. Creating a story based on a picture.
Select and cut out a picture. Study the picture and work in small groups.
List down words to describe the picture. Give a title, and compare the
‘created’ story with the original story from the article.
Variation: chain story
Each group writes 1-2 sentence/s about the picture. The next group
continues the story till all the groups have done so. The last group writes a
conclusion to the story. Then compare with the original text.
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3. Faces and feelings
Work in groups of 4-5. Cut out pictures of people showing different
feelings ( e.g. happy, cheerful, angry, sad, distress, etc.). Select 1-2 pictures
and describe how they feel and why they feel this way to the other groups (
e.g. The girl in the picture looks happy. She is laughing. I think she is
having some fun with her friends. She is probably laughing at some
humours remarks made, etc.)
4. Writing a short summary
Select an article that is likely to be of interest to the students. Work in small
groups, read and identify keywords / phrases. Then write a 2-4 sentence
summary about the article.
5. Headlines
Read a short news article and write a suitable headline. This can also be
simplified by providing options for the headlines and students
are required to choose the correct one. They may
also be asked to read various articles of the same category
(e.g. accidents) and match the various headlines to the correct articles.
6. Contextual clues from the headlines
Identify certain words from the headlines. Write a sentence based on the
word selected.
Example: Headline-Four families made homeless after squatter houses
demolished
Sentence- The old houses were demolished to make way for development.
7. Categorize words to form sentences
Each group is given a page from a newspaper. Identify, cut out and classify
the verbs, nouns, adjectives, etc. from the headlines. Then, construct
sentences from the selected words. Use the selected word only once. Set a
time limit.
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
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8. What‘s in the news?
Work in pairs and identify 5 headlines from today’s newspaper. Skim and
scan these articles. Then write 2 sentences about each of the headlines
selected.
……………………………………………..
………………………………………………
Variation: Instead of writing, students can talk about the news in a group.
9. Cartoon strips
Work in pairs to rearrange jumbled cartoon strips.
Then write a sentence or two about each cartoon strip.
10. Compile a scrap work
Collect articles and pictures about an event ( e.g. Tsunami) or according to
themes ( e. g. famous people, weird stories etc.)
Conclusion
The tasks and activities above are just some practical examples of how authentic
materials can be used for language development in the classrooms. Not only can they
be used to develop reading and writing skills but also other skills as in listening,
speaking as well as developing the learner’s grammar and vocabulary. As learners
interact with real language content, learning is made more lively and meaningful. In
this way, students learn to use the target language more effectively. As teachers gain
confidence in using these materials, it is hoped that they, too, can come up with other
activities and tasks that can make learning effective in their respective ESL
classrooms. Nothing seems to be wrong in introducing communicative elements as
one of the components in the present second language syllabus.
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Appendix
An extract from a travel brochure of Mysore
Tasks
1. Locate words and phrases to describe Mysore.
2. Identify activities one can do in Mysore.
For each of the tasks above, present the information in a graphic
organizer / mind map.
3. Locate synonyms from the article for the following words.
a) island
b) numerous
c) vacation
4. Give synonyms for the following words :
a) savour
b) purchase
c) interiors
d) located
e) venues
5. Work in small groups . Design a page to advertise a product. Cut out
various pictures from brochures and write various phrases or sentences
to include in the page.
References:
1. Brumfit, C.J. 1979. The Communicative Approach to Language
Teaching(ed) C.J.Brumfit and K. Johnson . O.U.P. London.
2. Carrol , B.J.1971. English for Colleges. Madras: Macmillan.
3. Grundy, P. Newspapers. Oxford University Press: New York, 1993.
Tungesh G.M.: The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms
115 | E L T V o i c e s – I n d i a ( V o l . 2 I s s u e 5 ) | O c t o b e r 2 0 1 2 | I S S N 2 2 3 0 - 9 1 3 6
4. Kelly et al. Effective Ways to Use Authentic Materials with ESL /
EFL Students.2002.Retrived April 4, 2005 from< http: / / iteslj.org /
Techniques / Kelly-Authentic.html.> .
5. Kagan,S.1995. Cooperative learning. Los Angeles: Kagan
Publishing.
6. Maley, Alan.1999. Short and Sweet :Short Texts and How to Use
Them.Penguin: London.
7. Skehan , p. 1997. ‘Task-based instruction’. Annual Review of
Applied Linguistics.18: 268-86.