Week 14 - "Our Families Don't Understand English!"

Vasquez and Felderman Chapter 4

Podcasting

A podcast is "an Internet broadcast, program, episode, or show that one can download and listen to using a computer or other mobile device such as an iPod" (p. 40). Podcasts are usually subscribable so listeners can have podcasts be automatically downloaded for listening whenever a new podcast is available.

Podcasting has many practical uses in the classroom. In this particular situation, the teacher involved the students and used podcasting as a way for students to talk about different social issues. The teacher wanted the topics to be about concepts that interested the students; this also was the reason behind the creation of the title of the podcasts - 100% Kids. One of the main issues that the students wished to address with the podcasts was the issue of language domination. Many of the family members of the students in the class did not understand English, the "dominant" language in America. The children discussed the advantages that English speakers have with access to more texts, television, and other mediums like podcasts in their own language. They discussed what Janks (2010) referred to as the relationship between language and power. The students made it their goal to have a more inclusive podcast.

Before starting the podcasting, the teachers talked to the kids about internet safety and issues of identity on the Web. Children chose radio names for the episodes in order to protect their identities.

One of the teachers involved, Carol, knew that translating the podcast into different languages would be a difficult task. Many of the children were able to speak other languages, but they were not able to read or write in that language. Also, some were self-conscious to speak their native language.

Despite the hurdles, the class was able to include sections of the podcasts that were translated for Spanish speakers.

This chapter highlighted Subrina, a student from Guatemala who moved to the U.S. with her family when she was five years old. Subrina did not have a steady home environment. Subrina and her family eventually moved in with her friend Amy's family. Subrina loved any opportunity to speak Spanish and loved the Spanish Reading Club that met once a week. Subrina was one of the leaders who pushed to include a Spanish translation of the podcast. Subrina was assessed to be reading at an end-of-first-grade level when the podcasting project began in January of her second grade year. But, her oral and listening skills were considered to be on grade level. According to the district, she was still considered to be one step above beginner for her English language learning. This concerned her teachers since Subrina had been attending an English speaking school for two-and-a-half-years. . Throughout the podcasting experience, Carol saw Subrina grow in her degree of comfort with engaging in conversations. Previously, Subrina would not usually share what was on her mind or participate in literacy activities in the classroom. Once she began podascting, Carol saw her excitement grow toward school and Subrina was also instrumental into getting other kids to be excited and participate in the podcasts.

The podcasts allowed students to play and use their imaginations as they constructed the podcast each week. The text mentioned that the use of play is important to English learners because "it affords them time to participate in learning environments that are not part of scripted learning models such as readiness programs" (p. 48). Play can also change how students see the world and how they think about the future.

The text outlined their podcasting weekly schedule:
Monday - planning

• Listen to last week's show 
• Figure out what topics, issues, and events to include in each segment
• Segments would be assigned to different groups of students

Tuesday to Thursday - research

• gather info
• writing, editing, and rehearsing scripts 

Friday - recording 

• one of the teachers, Vivian, would record the audio and edit over the weekend 
• show released Monday morning 

The podcasts became a way to seamlessly integrate content across the content areas. Originally, podcast planning time was done during Language Arts, but it developed into something that needed more time during the day. 

*Resources are provided in the chapter for podcasting sites and a step by step process to creating a podcast. 

DISCUSSION QUESTIONS!

I think that this question represents a concern for many teachers who teach in a diverse area.

Janks (2010) Literacy and Power
"How does one provide access to dominant forms while at the same time valuing and promoting the diverse languages and literacies of our students and in the broader society?" (p. 24)

Have you ever thought about using podcasts as a way to build the confidence of English language learners in your classroom?