This event took place on 22nd June 2007 at 10:00am (09:00 GMT)
Knowledge Media Institute, Berrill Building, The Open University, Milton Keynes, United Kingdom, MK7 6AA
The popularization of portable media players such as the iPod, and the delivery of audio and video content through content management software like iTunes mean that there is a wealth of language learning resources freely available to users who may download them and use them anywhere at any time. These resources vary greatly in quality and follow different approaches to learning. Podcasting can provide access to a large amount of authentic input, as well as to teaching materials of varying quality that have different approaches to language learning behind them (depending on the content provider): from behaviourist to cognitive constructivist and communicative approaches, situated learning, and lifelong learning. The impact of podcasting on learning in general and language learning in particular could be similar to the impact of the arrival of the internet in terms of giving access to language learning materials (mostly free of charge) as well as the possibilities for the creation of audio and video contributions by both teachers and students. The issues its availability presents are in many ways similar to those that arose in the early days of the internet, when the pioneers were enthusiastic individuals rather than institutions and the quality of the content varied enormously before a pedagogy of learning, task design, interaction and other issues was developed. This paper will present a review of the potential of podcasting for language learning in the light of SLA theories, provide a taxonomy of current trends in podcasting, argue for better design, outline directions for future research and discuss what the next steps are to arrive at a "podagogy" for language learning.
The popularization of portable media players such as the iPod, and the delivery of audio and video content through content management software like iTunes mean that there is a wealth of language learning resources freely available to users who may download them and use them anywhere at any time. These resources vary greatly in quality and follow different approaches to learning. Podcasting can provide access to a large amount of authentic input, as well as to teaching materials of varying quality that have different approaches to language learning behind them (depending on the content provider): from behaviourist to cognitive constructivist and communicative approaches, situated learning, and lifelong learning. The impact of podcasting on learning in general and language learning in particular could be similar to the impact of the arrival of the internet in terms of giving access to language learning materials (mostly free of charge) as well as the possibilities for the creation of audio and video contributions by both teachers and students. The issues its availability presents are in many ways similar to those that arose in the early days of the internet, when the pioneers were enthusiastic individuals rather than institutions and the quality of the content varied enormously before a pedagogy of learning, task design, interaction and other issues was developed. This paper will present a review of the potential of podcasting for language learning in the light of SLA theories, provide a taxonomy of current trends in podcasting, argue for better design, outline directions for future research and discuss what the next steps are to arrive at a "podagogy" for language learning.
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