Authentic material and real tasks, enhancing students' employability
Authentic material and real tasks, enhancing students' employability Juan Munoz Lopez and Maria Garcia Florenciano, Leeds University
Topics: social networks, gender, emigration, religion, stereotypes
Authentic material: oral or written languages samples (print, video, audio) that learners may encounter in their daily lives. They are not created specifically.
Benefits: rich in cultural content and motivating. Allow students to be more independent. Help contextualise the learning of a language. Show the language in its natural context, cater for specific needs of students.
Selection criteria: be familiar and appropriate for our students' profile, be meaningful for everyday life, encourage interaction in the classroom, favour inductive learning.
Written materials: press articles, websites, professional and social related (CV, identity card, job offers, website of job centres, prepare for job interviews), dictionaries, AV (documentaries, quiz shows, short films)
Eclectic methodology: cater for the many diverse needs of students.
Task-based approach. Topics - final tasks. Debates, interviews in class, portfolio activities (real tasks: for example the student need to do different things with newspapers)
Lexical approach. Explicit treatment of vocabulary, providing context, promoting fluency and natural communication, providing opportunities to re-encounter vocabulary and facilitate transfer from receptive to productive knowledge.
The job interview. Authentic materials = sociocultural content. Ask the student to do a job search. Write a CV and a cover letter. Helpful for their year abroad. Transcript of an extract of a film with words missing in the transcript. Film extract: the job interview was for a cleaner's job. Explains about the socio-cultural situation in Spain with crisis.
Context and co-text on text on how to respond to interviews. Words missing. Then communicative mini-task. Verbal and non verbal communication for job interview. Formal? Informal? How do you dress? How do you say hello? Videos from the Spanish Ministry of Education. Final task; instructions given, small groups, each group works with a different job offer, interviewers and interviewees. Students are actually quite nervous. Then: results! Students get offers for internships.
Topics: social networks, gender, emigration, religion, stereotypes
Authentic material: oral or written languages samples (print, video, audio) that learners may encounter in their daily lives. They are not created specifically.
Benefits: rich in cultural content and motivating. Allow students to be more independent. Help contextualise the learning of a language. Show the language in its natural context, cater for specific needs of students.
Selection criteria: be familiar and appropriate for our students' profile, be meaningful for everyday life, encourage interaction in the classroom, favour inductive learning.
Written materials: press articles, websites, professional and social related (CV, identity card, job offers, website of job centres, prepare for job interviews), dictionaries, AV (documentaries, quiz shows, short films)
Eclectic methodology: cater for the many diverse needs of students.
Task-based approach. Topics - final tasks. Debates, interviews in class, portfolio activities (real tasks: for example the student need to do different things with newspapers)
Lexical approach. Explicit treatment of vocabulary, providing context, promoting fluency and natural communication, providing opportunities to re-encounter vocabulary and facilitate transfer from receptive to productive knowledge.
The job interview. Authentic materials = sociocultural content. Ask the student to do a job search. Write a CV and a cover letter. Helpful for their year abroad. Transcript of an extract of a film with words missing in the transcript. Film extract: the job interview was for a cleaner's job. Explains about the socio-cultural situation in Spain with crisis.
Context and co-text on text on how to respond to interviews. Words missing. Then communicative mini-task. Verbal and non verbal communication for job interview. Formal? Informal? How do you dress? How do you say hello? Videos from the Spanish Ministry of Education. Final task; instructions given, small groups, each group works with a different job offer, interviewers and interviewees. Students are actually quite nervous. Then: results! Students get offers for internships.
Comments
Post a Comment