Innovation in Language Learning
Podcasting Pedagogy: Creative Role-Play and Digital Storytelling in the Introductory French Classroom
Melissa Barchi Panek, Brooklyn College (United States)
Abstract
This presentation explores the use of podcasting as an innovative pedagogical tool for promoting French linguistic proficiency, student engagement and creative expression in the French classroom. Centered around two scaffolded Podcast projects- “La Famille Dupont” and “Un Voyage Inoubliable”- the approach integrates vocabulary building, student collaboration, individual creativity and language immersion in a cohesive media-rich learning experience. “La Famille Dupont” invites students in an elementary French class to co-create and perform as members of a fictional French family. Over six weeks, using this assumed identity, students write and record episodic dialogues focusing on key grammatical structures. The podcast project “Un Voyage Inoubliable” allows students in an intermediate French class to narrate and record an unforgettable trip using the imparfait and the passé composé using the vocabulary related to travel. Together, these podcasts harness the power of students’ creative expression in a highly authentic manner all the while building confidence. By blending role-play, technology and storytelling, these two podcasts provide an engaging and creative model for transforming language instruction into a dynamic, student-driven process resulting in a polished Podcast recording. Attendees will receive implementation guides, sample rubrics and student audio excerpts.
Keywords: Podcast, media-rich learning, technology
REFERENCES
1.Yeh, H. C., et al. “Effects of Podcast-Making on College Students’ English Speaking Skills in Higher Education.” Educational Technology Research and Development, vol. 69, no. 5, 2021, pp. 2845–67.
2.Yang, Pei-Ling. “The Role of Podcast Creation in Supporting Motivation and SelfDirected Learning Among EFL College Students: An Action Research Study.” TESL-EJ (Berkeley, Calif.), vol. 28, no. 4, 2025, p. 1.
