| You don't really need to be a genius to produce highly | | | | activities or discussions to flesh out its usefulness in the |
| successful, dynamic lessons using authentic materials. | | | | classroom setting.o Use of grammar or language |
| You do need to know about your EFL or ESL | | | | Extensive use of grammar or structures not known to |
| students, what they can do, what they like, how they | | | | the learners may be featured in the authentic language |
| think and their motivations for learning English (or | | | | passage. Adjustments, then, would likely be necessary |
| another foreign language). In this first part of the series | | | | in the way of glossaries, key word definitions or |
| on creating materials for the EFL, ESL or foreign | | | | explanations of language aspects before the use of |
| language learning classroom, we'll discuss "Why we | | | | the passage.o Explore relevancy |
| need to adapt materials". Following parts of this series | | | | Using language in a relevant context to promote |
| will address where to get authentic English or other | | | | meaningful input and output from the learners is a key |
| foreign language materials, some recommended | | | | aspect of foreign language learning. If material has |
| Websites for EFL or ESL English Teachers, and | | | | obvious relevancy for the learners, it will be that much |
| exactly how you can modify authentic language | | | | more difficult for them to approach its acquisition.o |
| materials to meet learner needs. | | | | Adapt for specific use |
| Why we need to adapt materials | | | | At the time of using an authentic language reading or |
| The first stop is to adapt existing or easily available | | | | listening passage, we may well be working on a |
| materials to suit the teaching / learning needs we may | | | | specific context, grammatical point or language |
| have. Using existing materials can save time, effort | | | | structure in class. This might mandate that we adapt |
| and expense in acquiring new English as a foreign | | | | materials to reflect use of those grammar or structure |
| language materials or materials for teaching or learning | | | | elements.o Adapt to student learning styles |
| another foreign language. Key reasons existing or | | | | "Student learning styles may be an important factor in |
| easily available materials may have to be adapted | | | | the success of teaching and may not necessarily |
| include:o Unsuitable material level | | | | reflect those that teachers recommend" says Jack C. |
| Whatever materials we may have or be able to get | | | | Richards, noted Linguistics professional and an author |
| may not be suitable for our learners' needs. Authentic | | | | of the INTERCHANGE EFL / ESL series course |
| materials are usually produced for native speakers. | | | | books. Knowledge of our students may tell us that |
| This often means that an adjustment is required | | | | certain learning styles should preferably be addressed. |
| before we can may effective use of the materials.o | | | | So changing authentic language materials from one |
| Too difficult | | | | form to another might be called for. A reading |
| If our learners are beginner level, we may well have to | | | | passage then becomes a listening. A listening passage |
| simplify vocabulary or context elements to render | | | | molts into a grammar-themed one. Writing or |
| passages and listening comprehension segments | | | | discussions might be the outcome of controversial or |
| useable,o Too long or short | | | | newsworthy passages, the list goes on and on. |
| Lessons and study sessions are most often | | | | We'll continue in Part 2 of this series with more |
| time-controlled. If we need an activity or segment for a | | | | suggestions for where to get authentic English or |
| short classroom practice activity, a longer authentic | | | | foreign language materials for learning English as a |
| language piece might need to be excerpted or | | | | foreign or second language. The same techniques will |
| shortened to make it fit into our lesson's context. A | | | | apply for developing foreign language learning skills in |
| shorter piece may need additions in the way of | | | | other languages. See you soon in Part 2. |