![]() Vol. IX No. 1 October 1996
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![]() With increased attention being paid to multidimensional/multiresource approaches to second language (SL) teaching comes a renewed interest in using authentic materials as necessary teaching tools. Authentic documents have been described as "materials produced by native speakers for native speakers" (Duquette et al, 1987, p. 481). These materials not only expose SL learners to real linguistic contexts but they also give learners an insight into the target culture(s). As is emphasized by the National core French Study (NCFS) "language and culture are inseparable. Culture must, therefore, constitute a full component of second language curriculum." (NCFS- A Synthesis, 1990, p. 10). Realia, used for educational purposes such as learning a new language, can add a dimension to the learning that traditional textbooks are not able to offer. Real world materials can be both a starting point for SL teaching or a means of showing real life applications of SL at a later stage in the learning process. Within the context of a theme-based integrated approach to curriculum development, authentic materials are not only desirable but necessary. Whether in written or oral form, SL learners need exposure to language as it is used by target language speakers. Again on this point, the NCFS points to the need for "the student to learn to be able to communicate in French in natural situations." (NCFS- A Synthesis, 1990, p. 8). Without seeing or hearing the target language in meaningful and realistic situations, this goal cannot be truly achieved. A study by Duquette, Dunnet & Papalia into the reaction of SL learners to realia, concluded that children became "completely involved in the viewing of an authentic French language program... and [participated] actively in answering questions, performing behaviours and laughing at humorous situations." (1987, p. 490). Because these materials are published for native speakers, SL teachers must take great care in the developing an appropriate pedagogy to accompany any authentic document. There must be a purpose for their use and teachers must facilitate and guide students in order to truly benefit from them. The professional development series created under the direction of Roger Tremblay, proposes a three-step approach to any SL activity using these sorts of resources. This process includes pre-activity/ activity/ post-activity phases which take into consideration the preparation & planning as well as reflection & application phases (Tremblay et al., 1991). So where does a teacher obtain such documents? Obvious sources are television, radio and newspapers. Most communities in Canada now have access to some or all of these media in both official languages. In addition to the self-evident resources, there are a plethora of other agencies and organizations which encourage educators to use of their publications. For example, tourism documents are excellent sources of oral and written language. There are 1-800 numbers for all provincial tourism offices and most information officers are extremely receptive and helpful when teachers request materials for educational purposes. As well, many charitable organizations make posters, pamphlets, videos, and guest speakers readily available to schools. Marketing boards and community service groups are another excellent source of documentation in either official language. Government agencies, despite cutbacks, still support the use of their publications for educational purposes. Business and industry has also realized the potential of becoming part of the educational system and many have put time and money into the production of materials designed specifically for classroom use. Doing a unit on drugs and alcohol with your grade 10 FSL class? Organizations such as the Lung Association have brochures and posters available focusing on the dangers of smoking. Planning a unit on safety for your elementary immersion class? Both the fire and police departments have information and people available in order to respond to these sorts of requests by teachers. Are you studying the diversity of Canada? Canadian Heritage sponsors the publication of many documents such as the "About Canada" newsletter put out by the Centre for Canadian Studies at Mount Allison University. To most teachers this information is old news but it doesn't hurt to remind ourselves every once in a while that these authentic materials do exist. At this year's annual meeting of CASLT, one of the workshops was entitled "Teaching FSL on a shoestring budget." The title in itself indicates two issues- 1) teachers want and need lots of materials in order to effectively teach FSL and 2) teachers are not able to pay large amounts of money from their own pockets for these materials. In these times of restraint, it is encouraging to know that materials do exist at a relatively low cost (and often at no cost at all!). Although school budgets may not allow us to have all of the most current programs and textbooks, we Canadians have access to many inexpensive and potentially useful teaching resources. Having spent 10 months working with educators from Estonia, we, at the Centre were reminded that, relatively speaking, Canada is a land of plenty- especially when it comes to the availability of teaching materials. This issue's "Teachers Ask" column on the multidimensional curriculum connects well to this topic. A curriculum based on the life experiences of the learners requires educators to bring the world into the classroom. Authentic documents can be one means of connecting school and community as well as making the connection between language and culture real. |