Teaching ESL EFL: Using authentic material in the classroom

One of the most influential tactics used in ESL and EFL teaching today is the use of authentic material. Because English is our global language and there is a strong demand to learn and teach it, the best way to do so is through the medium used by native speakers. When we base our lessons around material that is geared towards teaching non-native like components to non-native speakers, non-native like production is formed and communication is often inhibited. Try to use authentic material consistently in your lesson plans.

What are some examples of authentic material?

There are many ways to find authentic material and you don’t have to search far to find it. Here are a few examples of original native material that can be used in the classroom:

Travel brochures, menus, maps, newspapers, magazines, pamphlets, advertisements, and tourist information, special event brochures

How to use authentic material effectively in the classroom

1. Use recent material that is not dated

2. Choose material that you can find several copies of

3. Choose relatively short/concise material

4. Laminate or choose material that will be able to withstand over time

5. Choose material that is appropriate for the age level

6. Questions/exercises to accompany the activity

7. Have students work in groups

8. Introduce authentic material to the class

Use recent material that is not dated

Often times we write a lesson plan and use the same one again and again. When it comes to authentic material, it is important to keep everything that you use up to date. If you bring in a magazine, or travel packet that is a few years old, the students will not find it interesting because it is not something that they could walk out the door today and be able to use. Remember that authenticity doesn’t necessarily mean that the material WAS used by native speakers at some point, but that it IS used by native speakers. Try to stay as current as possible with your material.

Choose material that you can find several copies of

In an ESL setting, use material that pertains to the community or area in which you live. Maybe there is a special event or expo that will be taking place in your area. Even if you have one piece of the original material, you can easily make copies; however, this depends on the material itself. Some pieces do not copy well and make it difficult to use anything other than the original. Also, using the original material rather than copies makes it more authentic. Students enjoy working with the content that is not merely a copy of the original.

Depending on where you live, it can be difficult to find authentic material to use in your EFL classroom. There are many website that use online travel brochures and menus. Often times companies will send out advertisements if you request; although, it can be difficult to obtain the number that you need. If it is at all possible, I recommend trying to find authentic material that is not printed off, although this is not always possible. You may choose to print out a page or two from an online brochure or a menu from a restaurant. If you are able, color copies are best for this type of activity. You could print off several color copies of a travel brochure, laminate them, and use them for several classes.

Choose relatively short/concise material

Some travel brochures, newspapers, or pamphlets can be fairly long. The important thing to remember when looking for original material is to find something that is one or two pages at most. The goal of using authentic material in the classroom is to increase the students’ skimming and scanning skills. As native or fluent speakers of English, we do not read every word when we look at an advertisement or a brochure. We look at the pictures, large bold print, and scan for the information we are looking for. When we skim over the information, we get a general idea of what the material is about. When we scan for information, we are looking for specific information, such as prices, times, and dates. If you are using a travel brochure that is more along the lines of the size of a book, than your students will be overwhelmed with the amount of skimming and scanning that is necessarily for a class project.

Laminate or choose material that will withstand over time

Although many forms of authentic material become outdated rather quickly, menus and maps can often be used time and time again. These two would be great examples of something you could laminate and use for a couple of years. By using the material again and again, you can cut back on costs and save yourself a lot of work and money.

Choose material that is appropriate for the age level

The good news about this activity is that it is pretty much adaptable to different level learners. Remember that age and level are two separate entities, and the content of your material should be appropriate for the age group you are teaching. For example, using an advertisement for computers or shaving crème is not going to excite an elementary or middle school learner. And vice-versa, an adult learning will not necessarily enjoy reading a pamphlet about Disney world or the new Pokemon game. Remember that your content should be age appropriate, but the level that the material is being used for is actually quite versatile. The questions and activities that you will use to go along with correspond with the level.

Questions/exercises to accompany the activity

These questions or exercises will definitely depend on the level you are teaching. For beginning level students, you may have them scan for certain information such as simple vocabulary, times, places, dates, and locations. Scanning exercises work best for beginning level students using this material. Skimming techniques work well for intermediate to advanced students because they can find the overall meaning from the information. You may ask a question such as, “How much does it cost for a flight to Tokyo?” for a beginning level student, but ask the question, “Where is the Tusa Dive day Trip, and what is offered in the bundle package?” to an intermediate or advanced level class. For a beginning level class, keep in mind that you want to create questions that are easily found by scanning. For intermediate/advanced level classes, develop questions that require the students to skim and absorb meaning from the information that is given.

Have students work in groups

Authentic material can be fun to discover because it is something that the students could actually use in real life. Most of the authentic material is made for tourists or native speakers who are engaging in group activities, so why not have the students work together while using it? I find that groups of two or three work best.

Introducing authentic material to the class

Activate background knowledge. Chances are most students have seen and read authentic material in their own languages, so they already understand the layout of how it works. Give a brief explanation of what the authentic material is that you will be working with. For example, if you are using a travel brochure for cruises that are offered throughout the Great Barrier Reef, ask the students if anyone has ever seen the Great Barrier Reef or if anyone has ever gone scuba diving or snorkeling. Point out the main pictures, vocabulary, bolded words, highlighted text boxes or maps. Discuss any of these main points with the students to activate their knowledge about what they already know.

How often should I use authentic material?

Students love to work with authentic material and there are so many ways that you can incorporate it into your everyday lessons. This is useful, however, pedagogically it is not possible to use authentic material to teach every grammar point. I recommend trying to incorporate an authentic activity into the classroom at least once a week. This helps motivate students to want to keep learning the language. By integrating real life native use of the language into the classroom, students can reflect on what they do know, and not get bogged down with what they don’t.

Do you teach English pronunciation in your classroom? Click the link below to discover how you can incorporate Pronunciation skills into your class.