ELL+and+Podcasting

Web 2.0 tools such as blogs, wikis, podcasts, social networking, and social tagging are increasingly being used in education to support diverse learners. Podcasting in particular, can be very useful and beneficial for English Language Learners (ELL).

There are multiple learning benefits for ELL students when podcasts are both used and created in the classroom. Since podcasts can be listened to anywhere, anytime, and as often as needed, students can increase their understanding of content or text by listening to it multiple times at a pace they are comfortable with. They have the option to stop, pause, rewind, or play again. These tools allow ELL students to listen to fluent readers thereby increasing their own fluency and vocabulary. If students are creating their own podcast, not only are they developing and practicing their speaking and listening skills, they are learning Information & Communication Technologies (ICT) skills. As with all students, podcasts help to build community and provides an authentic audience for their learning. ELL students can especially feel the need to belong to a community.

While there are many benefits to using this Web 2.0 tool, there are also some barriers for ELL students. The main barrier is access. While most classrooms have the ability to use and create podcast, many families do not have Internet access or MP3 technologies. Once the child left school they may not be able to listen to a podcast. Their advantages would only last during the school day. Another barrier for creating podcasts is using the software on the computer. Students would need knowledge about operating the equipment and software appropriately. Another barrier would be sound and voice quality. If an ELL student used incorrect English or read too fast, or in a way that wasn’t decipherable, their work may not want to be posted online for audiences.

Most of these barriers have an easy fix. Before a podcast was published, a student would need to practice multiple times to get it right as well as review it with a teacher that could provide instruction, assistance, or just a few pointers depending on the level of help needed. In order for students to use the equipment and software appropriately, teachers would need to model how to create a podcast multiple times and provide support while they are starting out. As far as access goes, it is not as easily fixed. If a school has the resources, students could check out MP3 players to students. Otherwise, making sure students have library cards would be the next step. Most libraries now have audio technologies, like an iPod shuffle, CD/tape player with books, those students could check out to take home. Also, after school hours, this is a place that students could have Internet access. Plus, all those books don’t hurt to have around!

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As described above, ELL students can benefit from podcasting because the feed can be played over and over. Students can stop the podcast and start again as often as necessary. If students have their own headphones, podcasts can be done at the individual pace of the student. During this research, I found a website that has podcasts created specifically for ELLs, at various stages in the English acquisition process. Whether students are newcomers or getting ready to leave a sheltered environment, ELLs should be able to challenge their understanding and learn content and vocabulary from podcasts.

Besides access to podcasts, there are a few other barriers for ELLs to use podcasts. If the entire class is listening to a podcast together, an ELL may not understand at the same rate as his/her peers. If he or she is not given the opportunity to listen again or to verify vocabulary, then the podcast will not be helpful. Similarly, if the podcast doesn’t match the student’s level, then they may not understand even if they listen to it multiple times. One disadvantage of podcasting is the absence of visual clues to help build meaning.

Combining Assistive Technology (AT) with a podcast can help ELLs get the most of their listening experience. According to InDelv.com, an AT website, there are services that will transcribe podcasts and closed captioning may be available. If an ELL can listen to a podcast while viewing the words, then they are able to look up unknown vocabulary. This also gives ELLs more independence because they can identify new vocabulary words and find their meanings without having to tell other students what they don’t understand.

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Listening to a podcast has benefits for all students, but for the ELL listening to a podcast is almost essential for their comprehension. Generally speaking ELL learners’ reading levels are at least two years below average. This is due to their lack of vocabulary affecting their comprehension; however, their oral comprehension is much higher. Some benefits of podcasting include an “increased quality of conversations, more carefully constructed thinking before speaking, and students listening to each other more carefully” (Smith). These benefits are true for all students, but for ELL students these benefits are even more pertinent. It is a proven fact that “students that listened to high-interest recorded texts at their instructional levels for 15-25 minutes per day made average gains of 2.2 years in the reading achievement (Smith). This is because listening “enables students to hear rich language of text they cannot yet read on their own or might not choose to read. (Smith) Also, “listening comprehension comes before reading comprehension” (Smith). Although, having ELL students listen to podcasts at home for extra practice will benefit their overall learning, they may not have the opportunity to listen to the podcasts at home. One study concluded that “ disadvantaged children did not lag far behind their peers in computer use at school, but they were much less likely to use computers at home” (Begellhouse). Some ELL students may feel apprehensive about speaking in front of their peers because of their lack of vocabulary. However, using a podcast allows them more time to think about what they are going to say. ELL students may also use other students, a teacher, or a classroom volunteer to help them come up with the right vocabulary to say what they want to say in the podcast. It also allows students to record as many times as necessary before the podcast is published. There are a variety of Web 2.0 programs that can help enhance the learning experience. Podcasting is just one of the programs that can be extremely beneficial for ELL students to increase their reading and language skills.

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 * Podcasts for ESOL Students**

Podcasts can be used for all academic levels of students encompassing multiple grades. Using podcasts for students that fall into the English for Speakers of Other Languages (ESOL) cluster can make a dynamic difference for students learning not only new subject content, but also the material in a foreign language simultaneously. Fortunately teachers can produce their own podcasts that have English spoken slowly and easy to understand or those that are quick with an abundant use of slang and natural expressions.

Due to its media file format, podcasts can be downloaded to a teacher or student’s computer, portable mp3 player, or portable storage device. (White, 2007) Once the file is saved and then burned to a CD or downloaded, students can apply this learning tool immediately to subject specific content. They now have an instrument where they can practice listening comprehension outside of the classroom. Teachers can also offer supplemental material that is aligned with the podcasts, providing students a focus on key vocabulary, stressing points of significance, and incorporating the correct use of grammar structure. Supplemental material can provide organization, focus the students’ attention on specific curriculum, and engage students in their own learning.

Podcasts are not like our textbooks, having a natural English language and a design made for English speakers. ESOL students may have to listen to a podcast several times pausing through various sections to fully comprehend the content. Having ESOL students work cooperatively after they have viewed a podcast, provides an opportunity to engage students in a discussion clarifying any discrepancies and assuring mastery of the material presented.

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