Many teachers tout the phrase edit the task not the text from the book by Shrum and Glisan. I know the meaning behind it, and I believe that it can be valid. First, I want to evaluate why teachers want to use authentic resources in class.
- It can be very powerful for students to use authentic resources which are designated for native speakers. They give a real world purpose to speech since they are used by native speakers.
- These resources are also valuable because they have culture embedded in them. They can also be current and relevant.
- In addition, I have been able to teach more literacy skills via many of these authentic resources.
- These can also be good models for presentational writing.
- Finally, I like that authentic resources use more “authentic” vocabulary instead of the neutral vocabulary that our textbooks use. For example, our textbook uses lavaplatos. All of the resources that students saw used “lavavajillas.” While some students will stick with lavaplatos, some of my students who notice this will remember both terms.
In addition, I would propose that there are very basic authentic resources that can be used in the very beginning levels. I enjoyed using a TV schedule when students were using days of the week due to the number of cognates in TV show names. You can check out this as an example. As many teachers state, infographics are also a great use of authentic resources for beginners due to the use of pictures and text.
However, there are some problems with using authentic resources:
- Students can quickly become overwhelmed with the amount of text that they do not understand. Many teachers have noted this especially when they switch to authentic resources after not using them. This can quickly cause students to become disengaged.
- Not all vocabulary is always relevant or would be used for beginners. If you want to support all of the article, you may have to teach too much irrelevant vocabulary.
- Some of the sections may be relevant for students whereas other sections are superfluous and too difficult.
- If you are using an authentic resource, it may have a lot of good information, but it may end up being really long. I found this when I was using the AirBnB website for a travel housing unit. With only some sections of the website, it was still five pages long!
- Unless you are going to dissect it over many days, you can’t cover everything, so your questions would not address the whole prompt. Therefore, a large part of the authentic resource isn’t even needed by students to do the interpretive activity or to do something with it. I know that I can be guilty of this!
Instead of eliminating authentic resources or continuing to frustrate students, there is another solution! EDIT the TEXT. Why? I believe that students can still get all of the benefits from an authentic resource and eliminate a lot of the disadvantages that also exist. Using my new, current top favorite authentic resource of AirBnB, you could easily use different sections for different levels:
For a novice level, you could give them the charts. There are images and a chart:
In a more advanced level, you could look at the description:
Studying more about vacations and the city? Include information about the area around the apartment:
Checking out how to write reviews? There are plenty here!
In reality, there are 192 reviews. You can easily pick a few that your students can understand. I believe that from these small clips of the text, you are getting all of the benefits of an authentic resource. If you look at the rubric for the interpretive mode, you are also able to evaluate a students’ work.
What do you think? Do you ever edit the text? What are the disadvantages of editing the text for novices and even intermediates?