In terms of teaching adults, two intriguing ways to disseminate information are through the input sources of podcasts and songs. While songs provide a repetitive, consistent means of disseminating information through listening automaticity, I believe that the podcast format is a better means of adult teaching information dissemination. Firstly, podcasting is the better means of facilitating clustering, given the structuring of podcasts into discussions using sentences, which are the basic organizational unit of most languages (Kukulska-Hulme and Shield 273). Spoken language carries with it a lot of redundancy, which helps listeners to have more time to process information in between all of the audio noise that often occurs with podcasts and the long discussions that go along with them. The regularity with which podcasts are disseminated to listeners also provides incremental lessons for learners to pick up on (Chinnery 10).
While podcasts are more appropriate for the sophisticated language learning needs of adults, songs are far more preferable for children. Children still need to learn the basics of language information, and have less experience filtering out verbal noise and clustering. To that end, the bright rhythms and catchy melodies of songs help immensely to disseminate information without confusing children with too many details (Schon et al. 976). The repetitive nature of songs makes information much clearer and easy to identify because of the musical element in the background that accompanies said information. Furthermore, simpler vocabulary and shorter lines of text are used in songs, providing a simpler set of data with which children need to interact (Cook 226). To that end, songs offer a simpler, more straightforward way to absorb information for children, while adults are better prepared for the language filtering and clustering that comes when they listen to podcasts. Both of these tools are integral to language and communication learning for their respective audiences.
Chinnery, George M. "Emerging technologies. Going to the mall: mobile assisted language learning." Language learning & technology 10.1 (2006): 9-16.
Cook, Guy. "Language play, language learning." ELT journal 51.3 (1997): 224-231.
Kukulska-Hulme, Agnes, and Lesley Shield. "An overview of mobile assisted language learning: Schön, Daniele, et al. "Songs as an aid for language acquisition." Cognition106.2 (2008): 975- 983.