Item Details

Making Podcasts in the Collegiate French Writing Course

Issue: Vol 38 No. 1 (2021) Innovation and Creation: The Maker Movement

Journal: CALICO Journal

Subject Areas:

DOI: 10.1558/cj.40912

Abstract:

This study argues for grounding the teaching of presentational communication in a foreign language (FL) in Making- and Design-related concepts. We use the example of creating personal narrative podcasts in an advanced collegiate FL course to demonstrate how these concepts facilitate student learning outcomes in relation to genre awareness, digital literacy, and student engagement in presentational writing and speaking. A description is provided of the process of gaining understanding and carrying out thematic, generic, linguistic, and technical components of podcasting—a task that student self-reflections revealed as challenging yet ultimately rewarding.

Author: Heather Willis Allen, Sarah Gamalinda

View Full Text

References :

Abbott, M., & Phillips, J. (2011). A decade of foreign language standards: Impact, influence, and future directions. Alexandria, VA: ACTFL.


Agency by Design. (2015). Maker-centered learning and the development of self: Preliminary findings of the Agency by Design project. Cambridge, MA: Harvard Graduate School of Education. Retrieved February 29, 2020, from https://pz.harvard.edu/sites/default/files/Maker-Centered-Learning-and-the-Development-of-Self_AbD_Jan-2015.pdf


Alley, W. (2018). Making English speakers: Makerspaces as constructivist language environments. Mextesol Journal, 42(4), 1-8. Retrieved February 29, 2020, from http://mextesol.net/journal/index.php?page=journal&id_article=4451


Author (Year)


Blikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors (pp. 203–221). Bielefeld, Germany: Transcript Publishers.


 Cope, B., & Kalantzis, M. (Eds.). (2015). A pedagogy of multiliteracies: Learning by design. London: Palgrave Macmillan.


Dougherty, D. (2012). The maker movement. Innovations: Technology, Governance, Globalization, 7(3), 11-14.


Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local researchers, global citizens. Language Learning & Technology, 19, 10–22. Retrieved February 29, 2020, from http://llt.msu.edu/issues/february2015/emerging.pdf


Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84, 495-504.


Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). New York, NY: Teachers College Press.


Hubert, M. D., & Bonzo, J. D. (2019). Theory and practice in U.S. university foreign language writing instruction. Journal of Second Language Teaching and Research, 7, 1-19.


Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cambridge: Cambridge University Press.


Kern, R. (2015). Language, literacy, and technology. Cambridge: Cambridge University Press.


Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.


Kumagai, Y., López-Sánchez, A., & Wu, S. (Eds.) (2016). Multiliteracies in world language education. New York, NY: Routledge.


Lefkowitz, N. (2011). The quest for grammatical accuracy: Writing instruction among foreign and heritage language educators. In T. Cimasko & M. Reichelt (Eds.), Foreign language writing instruction: Principles and practices (pp. 225-254). Anderson, SC: Parlor Press. 


Lomicka, L., & Lord, G. (2018). Ten years after the MLA Report: What has changed in foreign language departments? ADFL Bulletin, 44, 116-120.


Magnan, S. S., Murphy, D., & Sahakyan, N. (2014). Goals of collegiate language learners and the Standards for Foreign Language Learning [Monograph]. Modern Language Journal, 98, supplement, 1-289.


Magnan, S. S., Murphy, D., Sahakyan, N., & Kim, S. (2012). Student goals, expectations, and the Standards for foreign language learning. Foreign Language Annals, 45, 170-192.


Mills, N., & Moulton, S. T. (2017). Students’ and instructors’ perceived value of language and content curricular goals. Foreign Language Annals, 50, 717-733.


Modern Language Association. (2007). Foreign languages and higher education: New structures for a changed world. Retrieved February 26, 2020, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World


Modern Language Association. (2009). Report to the Teagle Foundation on the undergraduate major in language and literature. Retrieved February 29, 2020, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/MLA-Report-to-the-Teagle-Foundation-on-the-Undergraduate-Major-in-Language-and-Literature

 

National Council of Teachers of English. (2019). Definition of literacy in a digital age. Retrieved February 29, 2020, from https://ncte.org/statement/nctes-definition-literacy-digital- age/


National Standards Collaborative Board. (2015). World-readiness standards for learning languages (4th ed.). Alexandria, VA: ACTFL.


New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.


Portois, L. (2017). Le récit de l’intime en podcasts: Comment raconter les vies ordinaires de personnes extraordinaires? Medium. Retrieved from https://medium.com/digital-storytelling-nouvelles-%C3%A9critures/podcast-recit-de-lintime-c6289bd29bc0


Pudlowski, C., & Trahan, C. (Producers). (2016, July 14). L’Histoire d’une course de taxi à plusieurs milliers d’euros. [Audio Podcast.] Retrieved from http://www.slate.fr/podcast/120917/course-taxis-euros

 

Qu’est-ce qu’un podcast? (n.d.) Podcast Suisse. Retrieved from https://www.podcastsuisse.ch/quest-ce-quun-podcast

 

Sagnier, C. (2016). Multiliteracies and multimodal discourses in the foreign language classroom. In Y. Kumagai, A. López-Sánchez, & S. Wu (Eds.), Multiliteracies in world language education (pp. 81-106). New York: Routledge.

 

Sheridan, K. M., Halverson, E. R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84, 505-531.

 

Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature.

     Washington D.C.: National Academies Press. Retrieved February 29, 2020, from

https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089888.pdf

 

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. L2 Journal, 3, 63–92.

<!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoHeader, li.MsoHeader, div.MsoHeader {mso-style-priority:99; mso-style-link:"Header Char"; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; tab-stops:center 3.25in right 6.5in; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoFooter, li.MsoFooter, div.MsoFooter {mso-style-priority:99; mso-style-link:"Footer Char"; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; tab-stops:center 3.25in right 6.5in; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {mso-style-priority:99; color:#0563C1; mso-themecolor:hyperlink; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; mso-style-priority:99; color:#954F72; mso-themecolor:followedhyperlink; text-decoration:underline; text-underline:single;} span.HeaderChar {mso-style-name:"Header Char"; mso-style-priority:99; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:Header;} span.HeaderChar1 {mso-style-name:"Header Char1"; mso-style-noshow:yes; mso-style-priority:99; mso-style-unhide:no;} span.FooterChar {mso-style-name:"Footer Char"; mso-style-priority:99; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:Footer;} span.FooterChar1 {mso-style-name:"Footer Char1"; mso-style-noshow:yes; mso-style-priority:99; mso-style-unhide:no;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;}