The Popcast, Procas, Prokart, POSCAs … or more correctly called PODCAST ( tilde recommendation comes as Fundéu ), has become for many of us in an inseparable and faithful companion. He accompanies us while we walk the dog, we drive on the way to work, when we get into bed or when we find 30 minutes of relaxation in which we have decided to replace our lifelong Netflix .
However, despite the fact that those voices that we hear are becoming more familiar to us, we do not know where they come from or what they are. Instead, everything seems to indicate that our students not only know them better, but have even decided to use them to learn Spanish. It is rare to find a digital native today who does not listen to podcasts of different themes or duration; Anytime and anywhere. What will the podcast that hooks so much?
But, hey, to all this, dear ELE teacher, you already know what a podcast is, right?
1. WHAT IS A PODCAST?
Although the word podcast has been circulating on the network for more than 15 years and is being installed progressively and leaps and bounds in our lives ( article ), today defining what a podcast is still a real headache.
However, it is not necessary to go far in time to find definitions that, despite the passing of the years, are still totally valid today:
“A podcast is an audio file, similar to a radio program, that is available on the network (and, therefore, can be listened to or downloaded whenever you want) and that has a subscription service that alerts us Every time there is a new broadcast. – Francisco Herrera (2007)
And this is when the second question a teacher asks himself when he hears this definition of podcast: But this is not the radio of a lifetime?
THE PODCAST IS NOT RADIO; IT’S BETTER THAN THE RADIO
“The advantage, as a mass media, over the radio is evident: the decision of when and where to listen to the program does not depend on the creators, but on the podescuchas , something very in line with what characterizes Web 2.0” – Francisco Herrera (2007)
Do you have Netflix at home? Does the concept of a la carte content or content on demand sound like anything ?
Imagine that, suddenly, a radio listener no longer has to wait at a certain time for his favorite show to start; imagine you don’t have to listen to announcements; imagine that you can listen to it wherever you want through your inseparable mobile phone; imagine that you can listen to the program as many times as you want, at the speed you want and even skipping fragments that don’t interest you. That is a podcast; The Netflix of the audio:
- The podcast is niche : we can find podcast of any subject. Topics and content that would be impossible to broadcast on a radio program and that cover the needs and interests of any listener.
- He has the gift of ubiquity: when a new audio is available, you are notified immediately; You download it and listen to it wherever and whenever you want.
- It’s a university on the move: here you don’t have to be stuck to a screen like with a YouTube video. Do you know that the vast majority of podcasts are consumed outside of class, while the student performs other types of daily activities on the move such as walking the dog, doing housework or driving the car on the way to work?
- Content always available: once the audio is published, we can download it and listen to it as many times as we want. There are even applications that include the option to slow down or speed up the audio.
Can you think of, ELE teacher, the large number of ways to exploit it in your Spanish classes?
2. WHY SHOULD WE INCLUDE PODCAST IN OUR ELE CLASSES?
The podcast is a versatile tool both when combining with your ELE activities and when including content of interest to your students. In addition, do not forget that it is a tool that aligns with the characteristics of a student who demands more and more relevant content and that can be consumed through technology.
Haven’t I convinced you yet to put a podcast in your classes? Let’s see if i get it.
1. BECAUSE THEY ARE DIGITAL NATIVES (OR DIGITAL IMMIGRANTS)
Surely your students know better than you what a podcast is. Surely they are already consuming it outside the classroom and become part of their daily lives as a digital native : one who has been born in the digital era, who cannot conceive his reality without the daily use of technology and who has a high degree of digital competition
And if for generation they are not digital natives, do not worry that they have already immigrated to a reality that requires you to be digital.
2. BECAUSE THEY INCLUDE RELEVANT CONTENT
For a podcast to be a podcast, it needs to include niche content . With niche content I mean that you can include (almost) everything, that is, there is no specialized topic that does not fit in a podcast.
Is your student interested in football? The history? The fashion of the late 50s? UFOs and supernatural cases in ELE class? In a podcast everything fits . The students listen to podcasts because they know that there they will be able to find those topics that interest them most. Are you able to combine ELE learning / teaching with these niche topics and of interest to your students?
Remember that learning is only learning when it is meaningful to your students.
3. BECAUSE THE STUDENT WANTS TO BE A PROSUMER OF REAL MATERIAL
Not only the niche themes enhance the relevance function in the content of a podcast, but also the possibility that the student , as a consumer, also becomes the producer of his own podcast ( prosumer ).
“The motivation of the students increases when they can participate not only in the reception, but in the very production of the podcasts” – Laaser, Jaskilioff and Rodríguez, 2010)
The student, who until then has been consuming this real linguistic material outside the classroom, opens up the possibility of becoming a podcaster in the classroom. Start producing your own podcast channel within a teacher-guided learning process that will result in getting your content to a real digital audience , thus justifying the extra-linguistic objective of the task.
“It is a positive influence on language learning because the apprentice strives to produce a podcast for a virtual audience, which makes this resource authentic and meaningful to promote communication in the foreign language” – Chacón and Pérez, 2011
4. BECAUSE IT GOES BEYOND HEARING UNDERSTANDING AND DEVELOPS DIFFERENT COMPETENCES
If you think that the most that can be done with a podcast is to listen to a fictional dialogue like the one you can find in the typical listening comprehension of the ELE manuals, you are wrong.
The podcast is a versatile tool not only in content, but in farms and integrations with other material within the classroom : the audio can be accompanied by a transcription (integration of skills), you can create a vodcast (audio + static image), you can use it to give instructions for an online course, as homework to do after school, as a post-homework pill so that your student deepens the content, etc.
In addition, a podcast not only develops the communicative competence , but also the strategic one (especially when students must negotiate the content they will include and how they will intervene in the podcast recording) and digital (search for information on the Internet, recording and editing of audio, publication and dissemination on social networks …)
5. BECAUSE YOU ARE IN CONSTANT EXPERIMENTATION
We still don’t know what the podcast awaits us not only in the world of ELE teaching, but also in the educational world. There are many alternatives for exploitation, many educational applications that we will only know through experimentation and courageous teachers who dare to apply this communicative tool in their classes.
3. TYPES OF EDUCATIONAL PODCAST
The podcast, as a tool still in the process of experimentation, is a problem when establishing a taxonomy with which everyone is satisfied. In addition, due to the rapidity with which it evolves, possibly the classification of what we can call today “educational podcast” and that I propose to you then becomes obsolete within a few years.
ACCORDING TO THE NUMBER OF PARTICIPANTS
If you listen to the podcast , you can find podcasts grouped according to the number of narrators involved in them:
There is no simultaneous interaction; unidirectional content. The teacher or the student individually records content addressed 100% to the listener.
Example: Yes I understand , Spanish radio , ProfedeELE Newsletter
INTERVIEW OR DIALOGUE
Simultaneous interaction between two participants. Teachers or students pick up the microphone and exchange their ideas or comments simultaneously, as if it were an interview or dialogue.
Example: Tic Tac Duel , Ldelengua , ProfedeELE Podcasts
Similar to the “interview” format but composed of more than two participants. Several teachers or several students pick up the microphone and create a podcast consisting of several voices.
Example: Faro de Lenguas Magazine , ELEpod (episodes of webinars)
ACCORDING TO THE TYPE OF NARRATOR ( Standley, 2005 ; Tailandis, 2008 )
As we have already mentioned, the podcast can not only be done by the teacher, but also by our students:
Those recorded in the student’s target language but that do not have an educational purpose. For intermediate / advanced levels.
Example: Radio Ambulante
Those recorded by the teacher according to the type of listener to whom it is addressed:
- Mini-classes for students (those that are aimed at the learning process of their students) . Examples: Learn Spanish, beginner! , Spanish with Vicente , Podcast ProfedeELE .
- The teacher’s show (those who make teachers for the training of other teachers). Example: Movement in ELE , Teacher Talk
Those who do the same students in class as practice and evaluation tasks.
Example: Podcast ELEúnica
ACCORDING TO THE THEME ( PodcastsELE Directory )
We have also dared to put some order within the panorama of the ELE podcastphere, and we have created the following categories that you will find in our directory:
- Listening comprehension with exercises and transcriptions: the typical ones of a lifetime that you can find in a manual, now also in portable format so that you can take them to class or so that your students listen comfortably outside the classroom.
- Sociocultural content : those who talk about Spanish and Latin American culture.
- Entrepreneurship and online teaching: more and more ELE teachers are jumping into the online world and focusing on this teaching modality.
- Interviews: not only with professionals related to the teaching of the ELE, but also with opinions of students that explain to you what it is like to learn from the other place of the desk.
- Training for ELE teachers: podcast aimed at ELE teachers who want to train and recycle as teachers through audio.
- Grammar and lexicon: aimed at students with explanations about notions and grammar and vocabulary examples about ELE.
- Levels A1, A2, B1 …: podcast focused on content of the CEFR levels.
- ELE News: newsletters on the current events of the present and the future of the ELE (webinars, congresses, publications …).
- Storytelling: stories for our ELE students.