1. Exploring Authentic Texts and Tasks
Kate Reitzenstein
Penny Coutas
2006

2. Texts
Texts are culturally bound and culturally specific. As culture is embedded in the language and language is a vehicle for understanding culture, students need to be able to access and use different text types.
LOTE texts should be wide ranging and varied, from brief conversations to lengthy and complex forms of writing.
Curriculum Framework, 1998, p154

3. art works and artifacts
Texts
signs, notices, posters, forms, lists, menus, maps, timetables and other tabulated information, advertisements, packaging, diaries, notes, messages, fax, postcards, letters, , sms, instructions, rules, recipes, labels, brochures, leaflets, catalogues, magazines, newspapers, stories, cartoon strips, plays, poetry, songs, internet sites, subtitles, radio announcements, radio advertisements, telephone/voic messages, extracts from media, cassettes, CDs, directions, instructions, recipes, dialogues and commentaries, talks, stories, anecdotes, jokes, songs, poetry, TV announcements TV advertisements, directions, instructions, video, film, television, internet sites, dialogue, news broadcasts, extracts from media,
art works and artifacts

4. Texts Wherever possible, texts should be authentic
Texts which appear simple may be used for complex purposes
Texts which may appear complex may be used for simple purposes
Curriculum Framework, 1998, p154

5. Texts – some considerations
Is the text from an Indonesian speaking community?
How is cultural information presented?
Are there any biases?
Are multiple perspectives of target language and culture represented?
How are contemporary and traditional cultures presented?
Does this text challenge learners and extend their sociocultural and linguistic development?
What phase of development is this text interesting and engaging for learners?
Adapted from Liddicoat, A, Papdemetre, L, Scarino A and Kohler, M.2203, Report on intercultural language learning, Canberra; Department of Education, Science and Training, pp 31-70

7. Texts – some considerations
It may be necessary at times to adapt texts to accommodate the needs of different students.
Curriculum Framework, 1998, p154
Authenticity of purpose
Authenticity of task
Authenticity of conditions
Liddicoat, A, Papdemetre, L, Scarino A and Kohler, M.2203, Report on intercultural language learning, Canberra; Department of Education, Science and Training, pp 31-70

8. Tasks May be structured and planned
May arise out of normal classroom interaction
Curriculum Framework, 1998, p154

9. 2 Categories of tasks
Language practice tasks involve practising or rehearsing language for real and purposeful language use.
Language use tasks involve real and purposeful use of language….. (which is) spontaneous and unrehearsed.
Curriculum Framework, 1998, p155

10. Tasks – some considerations
How can learners respond to this text in an authentic and meaningful way?
Does the use of the text reflect how it would be used in the real world?
Does the task encourage communication and enable learners to make and convey meaning
Adapted from Liddicoat, A, Papdemetre, L, Scarino A and Kohler, M.2203, Report on intercultural language learning, Canberra; Department of Education, Science and Training, pp 31-70