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Using personal narrative podcast creation in an advanced collegiate FL course, it shows how these concepts support genre awareness, digital literacy, and student engagement in presentational writing and speaking. The article describes the thematic, generic, linguistic, and technical podcasting process that students found challenging yet ultimately rewarding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-podcasts-in-the-collegiate-french-writing-course-article/596139/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-podcasts-in-the-collegiate-french-writing-course-article/596139.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central teaching argument of the study?","Question",{"text":112,"@type":113},"The study argues that presentational communication in a foreign language should be grounded in Making-and Design-related concepts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study demonstrate the approach in practice?",{"text":117,"@type":113},"It uses the creation of personal narrative podcasts in an advanced collegiate FL course to connect Making/Design ideas with learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes are emphasized for students?",{"text":121,"@type":113},"The article highlights improvements in genre awareness, digital literacy, and engagement in presentational writing and speaking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596139,1792209895,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","calico journal (online) issn 2056–9017  \nArticle  \nMaking Podcasts in the Collegiate French Writing Course  \nHeather Willis Allen 1 and Sarah Gamalinda2  \nAbstract  \nThis study argues for grounding the teaching of presentational communication in a foreign language (FL) in Making-and Design-related concepts. We use the example of creating personal narrative podcasts in an advanced collegiate FL course to demonstrate how these concepts facilitate student learning outcomes in relation to genre awareness, digital literacy, and student engagement in presentational writing and speaking. A description is provided of the process of gaining understanding and carrying out thematic, generic, linguistic, and technical components of podcasting—a task that student self-reflections revealed as challenging yet ultimately rewarding.  \nKeywords:presentational communication; Making; Design; digital literacy.  \nAffiliations  \n1University of Wisconsin-Madison, USA.  \nemail: [hwallen@wisc.edu](hwallen@wisc.edu)  \n2University of Wisconsin-Madison, USA.  \n[email: ](email: gamalinda@wisc.edu)[gamalinda@wisc.edu](email: gamalinda@wisc.edu)  \ncalico journal vol 38.1 2021 1–16 [https://doi.org/10.1558/cj.40912](https://doi.org/10.1558/cj.40912)  \n© 2021, equinox publishing   \n2 Making Podcasts in the Collegiate French Writing Course  \nIntroduction  \nIdentifying appropriate goals for US collegiate foreign language (FL) education has been an ongoing preoccupation of scholars and program leaders during the last two decades. Since 2001, collegiate FL programs have struggled to demonstrate their relevance to larger university missions in a time of budget cuts and focus on STEM fields, and to respond to sweeping calls for curricular revision (Lomicka & Lord, 2018; MLA, 2007). Among those calls for change, the 2007 Modern Language Association (MLA) Report urged reform of the undergraduate FL major to produce educated speakers with deep translingualand transcultural competence through learning using a broadened textual focus on a wide variety of cultural narratives. In 2009, the MLA elaborated further on the transformed FL major it envisioned, situating learning in the development of cross-cultural, historical information and digital literacies, and linking these foci to reading and writing. These recommendations were echoed by scholars such as Kumagai, López-Sánchez, and Wu (2016), who argued that collegiate FL programs need to “prepare students to be effective producers and consumers of multimodal texts”(p. xiii), and Sagnier (2016), who advocated “opportunities for students to analyze and appropriate various types of discourse in the FL, to reflect on ‘meaning-making,’ and to have the possibility of gradually gaining an understanding of discourse practices” at all curricular levels (p. 82).  \nIt remains the case, however, that despite calls to redefine the goals and foci of undergraduate FL education, pedagogical models for developing FL learners’ capabilities as analysts and creators of multimodal texts are still lacking. The dearth of such models likely stems from FL student and instructor perceptions of presentational communication, namely, present(ing) information, concepts, and ideas in speech or writing to explain, inform, narrate, or persuade on a variety of topics using appropriate media and adapting to various audiences (National Standards Collaborative Board, 2015). Several studies have found that in comparison with interpretive and interpersonal modes, presentational communication holds less value as a personal goal for students (Magnan, Murphy, & Sahakyan, 2014) and an instructional focus for teachers (Abbott & Phillips, 2011). Investigations by Hubert and Bonzo (2019), Lefkowitz (2011), and Vyatkina (2011) highlighted the gap between the American Council on the Teaching of Foreign Languages’ (ACTFL) vision of presentational communication as linked to specific contexts, purposes, and audiences versus the narrow focus of much collegiate FL writing ","cbCaihnV2L8ZzUnT","https://ap.wps.com/l/cbCaihnV2L8ZzUnT","pdf",179329,16,"English","# Introduction\n## Making and the Use of Design Pedagogy in Teaching Presentational Communication","[{\"question\":\"What is the central teaching argument of the study?\",\"answer\":\"The study argues that presentational communication in a foreign language should be grounded in Making-and Design-related concepts.\"},{\"question\":\"How does the study demonstrate the approach in practice?\",\"answer\":\"It uses the creation of personal narrative podcasts in an advanced collegiate FL course to connect Making/Design ideas with learning outcomes.\"},{\"question\":\"What learning outcomes are emphasized for students?\",\"answer\":\"The article highlights improvements in genre awareness, digital literacy, and engagement in presentational writing and speaking.\"}]","Making Podcasts in the Collegiate French Writing Course - Article | PDF",1792082514]