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
Methods and Techniques That Focus On The Acquisition of Communicative Competences 2.1. Approach 2.2. DESIGN 2.3. Procedures 3. Conclusion - Bibliography