Using Realia Resources in Language Teaching & Learning
Realia resources are everyday, authentic objects, such as photographs, menus, brochures, receipts, maps, movies, television shows, commercials, etc. that are used to teach and learn languages. Some researchers include any items that can be used to prompt conversations or role-play, such as telephones, but those are generally meant to be employed in the classroom with other learners. For self-study, the most helpful realia illustrates how the language is actually used in the country where it is spoken. Visiting the country to experience the language is obviously the best way to learn, but in the absence of the time and money necessary for travel, the internet can provide much of the realia needed.
The lack of authentic language in language learning materials was most striking to me upon arriving in France and realizing that what I had learned in my classes was not how people actually spoke. I still recall the dialog in my textbook for buying train tickets, which consisted of a mere 4 lines and completely lacked any cultural clues as to what country it was referring to. Most textbooks default to France and teach a little about the rail system, the SNCF, but they neglect to include the specific names of trains. It is very important to know the difference between the TGV and TER, or what types of trains Lunéa, Téoz and Intercités are, or what the Carte 12-25 or Carte Escapades are used for. And as soon as you cross the border into Switzerland or Belgium, there is a new list of names and acronyms for the rail systems and trains to deal with: CFF, SNCB, ICT, ICN, etc.
Probably need to find out what composter means before getting on the train…
So why didn’t my textbook (or teacher) provide us with an actual train ticket and schedule, or at least a copy of one? Why did I never see a real menu from an actual restaurant while we were learning food vocabulary? I realized it may be a little difficult for North American teachers to have access to these types of realia, which is why I started scanning my old train tickets and receipts. Then I started taking pictures of menus and signs; anything with the written language that I thought would be useful for learners. Currently my realia collection includes French, German, Croatian and Danish, and I will be adding Dutch and Italian in the next few months. Every time I travel, I make sure to gather as much visual realia as possible, as well as website addresses of stores, restaurants, museums, and public transportation companies since many offer downloads of catalogs or menus or schedules.
You don’t necessarily have to be in the country in order to experience and learn its language. The internet allows you to get very close without leaving your home. I certainly wish I would have been able to look at menus before arriving. I would have known that everyone says cookie instead of biscuit and ice tea instead of thé glacé (the latter being the only words my books ever taught me). And if Youtube had been around when I was in school, I could have watched plenty of videos and listened to spoken, informal French instead of relying on scripted dialogs from a textbook. This is yet another reason why I started the Informal French and Listening Resources pages. Getting as much exposure to the real language as possible is now a priority for me when first learning a language (I learned my lesson with French!) and so I find myself using the internet much more often than any of my books, unless I specifically want to focus on grammar.
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