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As teachers we should keep learning & informing ourselves

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As teachers we should keep learning & informing ourselves

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Language learners often struggle with finding real-world opportunities to use the language they are learning. While textbooks and exercises can provide a foundation for language learning, they may not fully prepare learners for the challenges of communicating in real-life situations. One way to bridge this gap is through the use of authentic materials in language learning.
What are authentic materials?
Authentic materials are materials that were originally created for native speakers of the language being learned, rather than materials created specifically for language learners. Examples of authentic materials include news articles, TV shows, movies, music, advertisements, and social media posts.
Why use authentic materials?
Using authentic materials in language learning can provide several benefits for language learners:

1. Improving motivation and engagement: Authentic materials can make language learning more interesting and relevant for learners. By using materials that are of personal interest to learners, teachers can help increase their motivation and engagement.

2. Developing cultural awareness: Authentic materials can provide learners with exposure to the culture of the language they are learning. This can help them develop an understanding of the context in which the language is used, including cultural norms, values, and beliefs.

3. Enhancing communication skills: Authentic materials can help learners develop their communication skills by exposing them to a variety of authentic language use, including idiomatic expressions, slang, and regional accents.

4. Preparing for real-life situations: Authentic materials can help learners prepare for real-life situations where they will need to communicate in the target language. By practicing with authentic materials, learners can become more comfortable using the language in real-world contexts.

How to incorporate authentic materials into language lessons?
Incorporating authentic materials into language lessons can be challenging, but there are several strategies teachers can use:

1. Selecting appropriate materials: Teachers should carefully select authentic materials that are appropriate for the language level and interests of their learners. Materials should be relevant and engaging to learners, while also providing opportunities for language practice.

2. Pre-teaching vocabulary and concepts: Before using authentic materials in class, teachers should pre-teach any unfamiliar vocabulary or concepts that learners may encounter. This can help learners understand the context of the materials and improve their comprehension.

3. Providing support during and after the activity: During the activity, teachers should provide support for learners as they work with the materials. After the activity, teachers should provide feedback on learners' language use and help them reflect on what they learned.

4. Integrating materials into lesson plans: Authentic materials can be integrated into lesson plans in a variety of ways, including as a focus for a reading or listening activity, as a prompt for discussion, or as a source for writing practice.

Conclusion
Authentic materials can provide language learners with exposure to the language in real-world contexts, helping them develop their communication skills and cultural awareness. While using authentic materials in language learning can be challenging, teachers can use a variety of strategies to make them more accessible and engaging for learners. By incorporating authentic materials into language lessons, teachers can help learners prepare for real-life situations where they will need to use the language they are learning.

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The Importance of Authentic Materials in Language Learning

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Language learners often struggle with finding real-world opportunities to use the language they are learning. While textbooks and exercises can provide a founda

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Students must be familiar with the certification format

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Students must be familiar with the certification format

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5 Simple Ways to Invite Translanguaging -and all its benefits!- Into Your Classroom - The All-Access Classroom

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Invite your multilingual learners to use translanguaging for learning! Here are some practical tips to get started!

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Reference List: Author/Authors

This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.

The following rules for handling works by a single author or multiple authors apply to all APA-style references in your reference list, regardless of the type of work (book, article, electronic resource, etc.).

Note: Because the information on this page pertains to virtually all citations, we've highlighted a few important differences between APA 6 and APA 7 with underlined notes written in red.

Single Author

Last name first, followed by author initials.

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.

Two Authors

List by their last names and initials. Separate author names with a comma. Use the ampersand instead of "and."

Soto, C. J., & John, O. P. (2017). The next big five inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113(1), 117-143. http://dx.doi.org/10.1037/pspp0000096

Three to Twenty Authors

List by last names and initials; commas separate author names, while the last author name is preceded again by ampersand. This is a departure from APA 6, which only required listing the first six authors before an ellipsis and the final author's name.

Nguyen, T., Carnevale, J. J., Scholer, A. A., Miele, D. B., & Fujita, K. (2019). Metamotivational knowledge of the role of high-level and low-level construal in goal-relevant task performance. Journal of Personality and Social Psychology, 117(5), 879-899. http://dx.doi.org/10.1037/pspa0000166

More Than Twenty Authors

List by last names and initials; commas separate author names. After the first 19 authors' names, use an ellipsis in place of the remaining author names. Then, end with the final author's name (do not place an ampersand before it). There should be no more than twenty names in the citation in total.

Pegion, K., Kirtman, B. P., Becker, E., Collins, D. C., LaJoie, E., Burgman, R., Bell, R., DelSole, R., Min, D., Zhu, Y., Li, W., Sinsky, E., Guan, H., Gottschalck, J., Metzger, E. J., Barton, N. P., Achuthavarier, D., Marshak, J., Koster, R., . . . Kim, H. (2019). The subseasonal experiment (SubX): A multimodel subseasonal prediction experiment. Bulletin of the American Meteorological Society, 100(10), 2043-2061. https://doi.org/10.1175/BAMS-D-18-0270.1

Group Author

Group authors can include corporations, government agencies, organizations, etc; and a group may publish in coordination with individuals. Here, you simply treat the publishing organization the same way you'd treat the author's name and format the rest of the citation as normal. Be sure to give the full name of the group author in your reference list, although abbreviations may be used in your text.

Entries in reference works ( e.g. dictionaries, thesauruses, and encyclopedias) without credited authors are also considered works with group authors.

Merriam-Webster. (2008). Braggadocio. In Merriam-Webster's Advanced Learner's English Dictionary. Merriam-Webster.

When a work has multiple layers of group authorship (e.g. The Office of the Historian, which is a part of the Department of State, publishes something), list the most specific agency as the author and the parent agency as the publisher.

Unknown Author

When the work does not have an author move the title of the work to the beginning of the references and follow with the date of publication. Only use "Anonymous " if the author is the work is signed "Anonymous." This is a new addition to APA 7.

Merriam-Webster's collegiate dictionary (11th ed.). (2003). Merriam-Webster.

: When your essay includes parenthetical citations of sources with no author named, use a shortened version of the source's title instead of an author's name. Use quotation marks and italics as appropriate. For example, parenthetical citations of the source above would appear as follows: ( Merriam-Webster's, 2003).

Two or More Works by the Same Author

Use the author's name for all entries and list the entries by the year (earliest comes first). List references with no dates before references with dates.

When an author appears both as a sole author and, in another citation, as the first author of a group, list the one-author entries first.

Agnew, C. R. (Ed.). (2014). Social influences on romantic relationships: Beyond the dyad. Cambridge University Press.

Agnew, C. R., & South, S. C. (Eds.). (2014). Interpersonal relationships and health: Social and clinical psychological mechanisms. Oxford University Press.

References that have the same first author and different second and/or third authors are arranged alphabetically by the last name of the second author, or the last name of the third if the first and second authors are the same.

Arriaga, X. B., Capezza, N. M., Reed, J. T., Wesselman, E. D., & Williams, K. D. (2014). With partners like you, who needs strangers?: Ostracism involving a romantic partner. Personal Relationships, 21(4), 557-569.

Arriaga, X. B., Kumashiro, M., Finkel, E. J., VanderDrift, L. E., & Luchies, L. B. (2014). Filling the void: Bolstering attachment security in committed relationships. Social Psychological and Personality Science, 5(4), 398-405.

Two or More Works by the Same Author in the Same Year

If you are using more than one reference by the same author-or the same group of authors listed in the same order-published in the same year, first check to see if they have more specific dates ( this recommendation is new to APA 7) . Works with only a year should be listed before those with a more specific date. List specific dates chronologically. If two works have the same publication date, organize them in the reference list alphabetically by the title of the article or chapter. If references with the same date are identified as parts of a series (e.g. Part 1 and Part 2), list them in order of their place in the series. Then assign letter suffixes to the year. Refer to these sources in your essay as they appear in your reference list, e.g.: "Berndt (2004a) makes similar claims..."

Berndt, T. J. (2004a). Children's friendships: Shifts over a half-century in perspectives on their development and their effects. Merrill Palmer Quarterly, 50(3), 206-223.

Berndt, T. J. (2004b). Friendship and three A's (aggression, adjustment, and attachment). Journal of Experimental Child Psychology, 88(1), 1-4.

Introductions, Prefaces, Forewords, and Afterwords

Cite the publishing information about a book as usual, but cite Introduction, Preface, Foreword, or Afterword (whatever title is applicable) as the chapter of the book.

Lang, J. M. (2018). Introduction. In Dujardin, G., Lang, J. M., & Staunton, J. A. (Eds.), Teaching the literature survey course (pp. 1-8). West Virginia University Press.

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Reference List: Author/Authors // Purdue Writing Lab

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.