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AUTHENTIC MATERIALS AND REAL TASKS: ENHANCING STUDENTS’ EMPLOYABILITY, INTERCULTURAL AWARNESS AND COMMUNICATIVE COMPETENCE
THE 18TH AULC ANNUAL CONFERENCE
Queen's University Belfast
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ
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PLAN
o Our Context
o The Socio-Cultural Component
o Topics
o Materials: oBenefitsoSelection CriteriaoClassification
o Methology
o Examples
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OUR CONTEXT
o HE in England.
o Level 2 SH Spanish / SH SPLAS / JH Spanish & other discipline
o Previous year to the Year Abroad / Term Abroad
o Contact hours: •1 x 2h per week Language Class in a large group
•1 x 1h per week Oral Class in small groups
oAssessment: •Oral Classes (40%) + Portfolio (30%) + Final Exam (30%)
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 3
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THE SOCIO-CULTURAL COMPONENT
o A component in the language teaching and learningprocess
o It takes a prominent role together with the grammatical,lexical and functional components in the materials we usefor our lesson
o Essential and inseparable element within our students’communicative competence
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TOPICS: SELECTION CRITERIA
o Educational context: HE
o Students’ interests and attitudes
o Placement type: study, work and language assistants
o Political, economic and social situation of the target languagecountries
o Practicalities (application forms, contracts, accommodation, cards, etc.)
o Level of language competence: B2+
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 5
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 6
INDEPENDENT USER
B2
Can understand the main ideas of complex text on both
concrete and abstract topics, including technical
discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers
quite possible without strain for either party. Can
produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
© Council of Europe
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TOPICS
Social networks
Immigration
Emigration
Religion
Stereotypes
Social movements
Youth Culture
Higher Education
Family
Gender
Work Market
Bureaucracy
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o Oral or written language samples (print, video,and audio materials) learners may encounter intheir daily lives.
o Not created specifically to be used in theclassroom, but for native speakers’communication.
o Not graded for linguistic purposes or planned toteach any grammar specific items.
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 8
AUTHENTIC MATERIAL
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BENEFITS
o Rich in cultural content and motivating.
o Allow students to be more independent.
o Help contextualise the learning of a language.
o Show the language in its natural context.
o Cater for the specific needs of our students
(ages, interests, training).
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SELECTION CRITERIA
o Be familiar and appropriate for our students’ profile.
o Be meaningful for everyday life.
o Be intercultural.
o Encourage interaction in the classroom.
o Favour inductive learning.
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MATERIALSWRITTEN TEXTS AUDIO/AUDIOVISUAL
• Press articles (both electronic and paper)
• Websites such as social networks, blogs, archives, chats, fora,
directories, information related, news related, search engines,
Wikis, education related, institution related, etc.
• Functional, professional and social related, such as CVs, cover
letters, application forms, job ads, questionnaires, etc.
• Graphs and charts
• Dictionaries
• TV programmes:
documentaries,
news, infoshows, quiz
shows, sports and
fiction
• Short films
• Podcasts
• Trailers
• TV ads
• Radio
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 11
CLASSIFICATION
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 12
WRITTENPRESS
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 13
GRAPHS & CHARTSWRITTEN
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 14
SOCIAL AND PROFESSIONAL PURPOSESWRITTEN
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 15
WEBSITESWRITTEN
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 16
AUDIO & AUDIOVISUAL
AWARENESS CAMPAIGNS
SHORT FILMSTV NEWS
INSTITUTIONAL
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ECLECTIC METHODOLOGY
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 17
It has been a fundamental methodological principle of the Council of Europe that the methods to be employed in language learning, teaching and research are those considered to be most effective in reaching the objectives agreed in the light of the needs of the individual learners in their social context. Effectiveness is contingent on the motivations and characteristics of the learners as well as the nature of the human and material resources which can be brought into play. Following this fundamental principle through necessarily results in a great diversity of objectives and an even greater diversity of methods and materials.
CEFR 2001:141
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TASK-BASED APPROACH (ELLIS 2003)
Topics – Final tasks (Assessment tools)
Learning objectives – Linguistic & notional functional content
Process: linguistic support exercises and communicative mini tasks
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 18
ClassAutonomous work with
audiovisual and written texts
Oral
class
Portfolio
activites
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LEXICAL APPROACH. LEWIS (1993)
Explicit treatment of vocabulary, providing context (extralinguistic
situation) and co-text.
Promoting fluency and natural communication through the acquisitionof lexical segments or chunks.
Providing plenty of opportunities to re-encounter vocabulary and facilitate transfer from receptive to productive knowledge.
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THE JOB INTERVIEW
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 20
Salary, working
hours and holidays
Authentic materials
=
sociocultural content
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THE JOB INTERVIEW
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 21
Meaningful input
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Algunos verbos suelen llevar complementos introducidos por
preposiciones.
He quedado CON Pedro A las siete EN el centro PARA ir al cine
Otros exigen una determinada preposición.
Cuando pienso EN Pedro me acuerdo DE aquellas vacaciones.
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 22
THE JOB INTERVIEW
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 23
THE JOB INTERVIEW
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8. Imagina que te presentas a una entrevista para trabajar como auxiliar de conversación en una escuela en España o Latinoamérica. Tu compañero es el entrevistador: contesta las preguntas del ejercicio 5.
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 24
THE JOB INTERVIEW
Relevant to the
learner’s context
Communicative mini
task
Semi controlled
practiceOral interaction
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 25
THE JOB INTERVIEW
Verbal and non verbal
communication
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MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 26
THE JOB INTERVIEW
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FINAL TASK
La clase se dividirá en 2 grupos. En cada grupo habrá 2 entrevistadores y 2 o 3 candidatos. Preparación
Además de la hoja de trabajo y los enlaces proporcionados en nuestra última clase, puedes usar estos enlaces para ayudarte a preparar la simulación. Candidatos: Realmente quieres conseguir este trabajo. Prepara una presentación oral de tu experiencia, formación y cualidades (puedes mentir y exagerar todo lo que quieras). Debes prepararte también para las posibles preguntas de los entrevistadores. http://www.gipe.ua.es/orientacion-laboral/consejos-superar-entrevista-trabajo.html
http://www.spanishpodcast.org/podcasts_con_transcripcion/84T.html
Entrevistadores: Eres el responsable de ir marcando la estructura de la entrevista: saludo y presentación, entrevista (preguntas sobre formación, experiencia, personalidad), cierre (descripción de las condiciones del puesto y posibles preguntas del candidato), despedida. http://www.laboris.net/static/em_reclutar_claves-entrevista.aspx http://www.spanishpodcast.org/podcasts_con_transcripcion/84T.html
Desarrollo Los entrevistadores dispondrán de un máximo de 8 minutos para entrevistar a cada candidato. Tras entrevistar a los candidatos, tendrán unos 3 minutos para comparar impresiones, seleccionar a uno de ellos y comunicar su decisión, de manera argumentada, a los candidatos. Mientras un grupo lleva a cabo las entrevistas, los miembros del otro grupo actuarán como observadores y tomarán notas de la simulación en la ficha.
MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 27
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RESULT!MARÍA GARCÍA FLORENCIANO Y JUAN MUÑOZ LÓPEZ 28
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