4 types of authentic resources and how to use them effectively

By Cristin Bleess
@cristinbleess
Instructional Strategist

In Part 1 of our series on authentic resources we talked about the basics of authentic resources. Today we are going to take a deeper dive and look at how your students can interact with these great resources to learn vocabulary and grammar in context.

Authentic resources are an excellent way to provide the needed input for learners to begin to acquire new vocabulary or language structures. By showing examples of how the language is actually used, students are not learning the information in isolation, but rather with meaning attached to it, embedded in context and culture. As they interact with the resource, they are seeing how and why it is used in different instances.

In classrooms using a proficiency-driven instructional method, the teacher moves from being the provider of all new knowledge to the co-constructor of that knowledge. Instead of front-loading our learners with all the words or rules they could possibly ever need, I am proposing using authentic resources to show them how the language is used by native-speakers and letting students organize that new knowledge in a way that is meaningful for them.

Let’s look at some examples:

Continue reading “4 types of authentic resources and how to use them effectively”

Authentic resources: what they are, where to find them, and how to use them

By Cristin Bleess
@cristinbleess
Instructional Strategist

Authentic resources. That buzz word seems to be everywhere these days. It’s thrown around as if it were a beach ball in Miami. They are mentioned in ACTFL’s Six Core Practices. It is assumed that everyone is using them, or at least knows that they should be. But, do they? Let’s talk a bit about the basics of authentic resources: what are they, where to find them, and how to use them.

Continue reading “Authentic resources: what they are, where to find them, and how to use them”

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