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One effective curriculum practice that connects audio and oral meanings to reading and writing is the use of audio storytelling or podcast-based literacy projects in the classroom. In this approach, students listen to or create their own audio narratives such as podcasts, oral histories, or spoken word pieces before composing written reflections, scripts, or essays. This practice not only strengthens listening and comprehension skills but also bridges the gap between oral and written forms of meaning-making, highlighting the dimensions of multimodal literacies pedagogy.

Through audio storytelling, learners engage multiple modes of communication: linguistic (spoken words), auditory (tone, rhythm, and pitch), and textual (scripts or transcriptions). According to the New London Group (1996), multimodal pedagogy involves recognizing and designing meaning across various modes, encouraging learners to see how sound and voice shape understanding. For instance, when students analyze a podcast episode, they interpret not just the content but also how tone, pacing, and emotion contribute to the message. When they later write their own scripts or reflective essays, they transfer these oral and auditory cues into textual meaning.

This practice aligns with Halliday’s Functional Grammar, where language is seen as a resource for making meaning in social contexts. Students learn that spoken and written language have distinct but complementary functions—speech can express emotion and spontaneity, while writing allows for reflection and structure. Integrating both enhances overall communicative competence.

Moreover, in the A Grammar of Multiliteracies framework, audio storytelling supports situated practice (connecting learning to real-world communication), overt instruction (teaching listening and speaking strategies), critical framing (analyzing voice, bias, and audience), and transformed practice (applying skills to new multimodal contexts).

By blending oral and written expression, audio storytelling fosters inclusive, culturally responsive literacy learning—especially valuable in multilingual Philippine classrooms where oral traditions remain strong.

References:
Halliday, M. A. K. (1994). An Introduction to Functional Grammar. London: Edward Arnold.

The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60–92.*

Rowsell, J., & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies, and new literacies. Brock Education Journal, 21(1), 53–62.*