Teaching English through Music

Using songs in the language classroom

Using songs in English teaching has been common practice for decades but recently,
researchers interest in this topic has increased. With the Theory of Multiple Intelligences
developed by Howard Gardner in 1983 triggering a new approach to education, teachers have
been looking for new ways to help learners achieve their potential by accommodating their
different learning styles-visual, auditory or kinaesthetic. When exploited and adapted
appropriately, songs match all styles. Attractive visual designs and high definition audio as
well as dance and movement are appealing to learners, raising their intrinsic motivation, their
interest and their attention.
Using songs in English teaching has many advantages and research on this subject has
shown that music can help learners both in language acquisition and in developing positive
attitudes towards learning. In the mid 1980s Stephen Krashen developed the Affective Filter
Hypothesis which stated that the learning process is interrupted and acquisition doesnt
happen when the learner experiences an emotional blockage due to negative feelings or
attitudes toward their study. Songs create a friendly environment in the classroom and a
relaxed atmosphere, offering a fun way to do choral repetition and making students feel
positive about language learning.
Other researchers like Gordon (1993) and Krouse (1988) support the use of songs in
the language classroom stating that there are many similarities between language and music
learning. Both deal with tone and rhythm; they are transmitted orally and aurally as well as
being a big part of our social lives.
There are a variety of ways in which songs can be exploited in a language lesson:
- To present a topic, a language point, a lexis, etc.
- To practice vocabulary and structures
- To focus on common learner errors
- To encourage intensive and extensive listening
- To provide an opportunity for movement
- To develop creativity through follow up activities like games, dance, role play, art and
crafts, etc.
- To create a fun and relaxed atmosphere in the classroom


Young learners
Songs, stories and games play an important role in the primary classroom. Such
activities provide repetition and pronunciation practice and they are especially important in
language teaching and learning because writing is still in the early stages, even in the
childrens native language so the focus falls on developing speaking and listening skills.
Also, children have certain characteristics that need to be considered when selecting learning
activities:
- They have a short attention span and need variety
- They relate best to familiar topics
- They have limited life experience
- They learn through senses- touch, smell, sight and hearing
- They learn naturally through play
- They need routines and a stimulating learning environment
- They have a natural curiosity and are more likely to repeat language they hear than
teenagers or adults
- They arent afraid of making mistakes
- They are sensitive and need a safe and balanced learning environment to succeed

Here are some suggestions for using different types of songs with young learners.

1. TPR, energizers and action songs

These short songs involving movement and dance can be used at the beginning of
the lesson as a warm up activity to review different vocabulary and classroom
language or simple commands. They can also be a good transition from one type
of activity to another or an energiser to get their attention during the lesson.

Head, Shoulders, Knees and Toes
S.T.O.P. Song by Patty Shukla
Reach Up High (Tuffa Toffa Song) by Love to Sing
What Are You Wearing? By The Learning Station

2. Story Songs

Stories are a very effective way to introduce and practice vocabulary and
structures offering a variety of possibilities for follow up activities. The Rhymes
make them easier to remember and more fun to practice. Stories are also a rich
resource for teaching and encouraging positive behaviour, social, interpersonal
and intrapersonal skills.

One Seed by Rosemary Phillips
Dear Zoo by Rod Campbell

3. Songs to teach and practice structures and vocabulary; game songs

Songs make remembering vocabulary and structures easier and more fun to
practice. Everyday structures and common vocabulary such as greeting, talking
about weather, expressing likes and dislikes, giving personal information,
expressing ability, numbers, colours, food, clothes, etc. are easy to review with
songs and ensure students will acquire, practice and remember essential language
they need in most of the tasks and classroom interaction as well as in a real life
situation when they need to use the foreign language to communicate.

I am a pizza by Charlotte Diamond
The Elephant Song by Eric Herman
1,2,3
Old Macdonald Had A Farm
Guessing Game by Patty Shukla

Songs and chants from the textbooks provide a valuable resource as well. These
have adapted text, complement the content taught during the lesson, contain target
structures and vocabulary and also provide specific follow up activities.

Using music in the classroom is not limited to young learners. Teens and
adults can practice functional language, vocabulary, grammar points, listening
skills and pronunciation through authentic songs.
Integrating songs in language teaching can provide learners with an
opportunity to practice language and create a positive learning environment.




Teacher of English
Oana Iuhas









Sources:

Teaching English to Children. From Practice to Principle.- Christopher Brumfit, Jayne
Moon, Ray Tongue; Collins ELT, 1991
Teaching English In The Primary Classroom-Susan Halliwell; Longman 2007
English Through Music (Oxford Basics for Children) -Jane Willis , Anice Paterson;
Oxford, 2008