Choosing Texts for Language Learners

It is not well evidenced that the authenticity of a text alone helps learning or motivation. Texts need to be selected to support the school’s systematic sequencing of vocabulary and grammar. But they can also provide important opportunities for pupils to pursue their own interests and develop their skills in handling new materials. Texts can also support pupils’ developing knowledge of culture within target language communities. All these purposes do not necessarily require a text to be authentic. The important question is whether the texts support the program of language development. So, adapted authentic texts or entirely bespoke texts created for the classroom are likely to be equally useful for this.

As with using the target language, teachers need to ensure that pupils are not exposed to large amounts of unfamiliar language too early. This could similarly demotivate them and may not maximize opportunities for learning. Research suggests that learners need to know around 95% of words of a text (written or audio) in order to reach an adequate level of comprehension. Teachers need to be skilled in selecting resources (authentic or otherwise) to use in lessons. Resources should be age-appropriate, link to the scheme of work and be sufficiently accessible in view of learners’ levels of language ability.