Utilizing Podcasting as a Pedagogical Instrument for Developing Oral Fluency and Narrative Identity in Rural Settings

Abstract

Podcasting as an emerging didactic skill can potentialize reading culture as well as oral fluency and narrative identity among rural learners. In these resource-poor environments with infrequent interactive verbal language engagements, podcasting stands as an accessible and flexible language developmental approach. This paper seeks to analyze the potential that podcasting brings to rural education, especially that of personal narrative expression and speaking proficiency. This study investigates how podcasting assists the user in navigating geographic and self-imposed barriers to distance and verbal participation by enabling them to interact with language in a self-chosen, flexible, and positive manner. The potential of podcasting in fluency and pronunciation improvement, and the confidence of the language practitioner, is self-evident. Additionally, it presents the potential of narrative identity. A greater and deeper interest in language is produced among practitioners of the language when identity is promoted with the language. This research also describes the lack of infrastructure and technology among rural learners and how podcasting addresses these concerns. Finally, it demonstrates how podcasting propels rural learners to a greater proficiency with language and the impact podcasting can have on these practitioners. The paper concludes by encouraging the further use of podcasting as a tool to create rural learners who engage with language and have the potential to have a positive impact on the world.