Using Songs to Enhance English Language Learning in the Classroom
1. Introduction
Current research in Foreign Language Teaching emphasizes student motivation and interest as crucial factors in language acquisition. Using songs is one way to enhance motivation and improve teaching effectiveness.
Our current educational system, guided by LOMLOE 3/2020 (December 29th), Royal Decree 157/2022 (March 1st), and Decree 61/2022 (July 13th) for the Madrid Autonomous Community, is based on a communicative approach that views language as a vehicle for communication.
Specialists in language teaching recognize the value of songs in developing communicative competence. Songs offer features like tune, rhyme, rhythm, natural repetition of structures, contextualized vocabulary, authentic language, socio-cultural elements, and stylistic effects (metaphors, alliterations, etc.). This topic will explore the most appropriate songs for different levels of Infant and Primary Education, effective methodologies, and diverse song types.
2. Songs as a Poetic Vehicle and Literary Creation in the English Classroom
This section focuses on songs as a poetic vehicle and literary creation in the English classroom, examining their psychological roots, their role in foreign language learning, and their significance as a poetic form.
2.1 Psychological Roots of Songs
According to Piaget, singing resembles children’s “egocentric” language, used when speaking to themselves without a specific addressee.
2.2 Songs in Language Learning
Decree 61/2022 in Madrid recognizes songs as valuable tools for acquiring lexical and syntactical elements. Songs offer a fun way to work on various aspects of language.
Tune, rhythm, and repetition facilitate language acquisition. Involuntary repetition while singing might reflect Chomsky’s Language Acquisition Device (LAD), suggesting a natural inclination to repeat for comprehension.
Songs are excellent tools for encouraging language and literature learning, encompassing oral traditions like rhymes, lullabies, and riddles.
2.3 Songs as Poetry
Even in children’s literature, poetry often appears through songs. Songs serve as an early introduction to poetry for children, fostering their interest in the genre.
3. Criteria for Selecting Songs
While numerous arguments support using songs in language teaching, careful selection is crucial. Consider these guidelines:
- Students’ Age: Younger students often prefer traditional songs, while older students may gravitate towards pop music.
- Vocabulary, Structures, and Functions: Songs should align with the curriculum and support learning objectives.
- Potential for Follow-Up Activities: Lyrics should provide a springboard for language practice and exploration of sociocultural aspects.
- Authentic vs. Adapted Songs: Authentic songs offer real-world language and motivation, while adapted songs cater specifically to English language learners. Both have their place depending on student proficiency.
4. Types of Songs
This section outlines the main types of songs suitable for English language teaching:
4.1 Children’s Songs and Rhymes
These short songs feature simple grammar, limited vocabulary, and often incorporate actions for miming.
- Counting Songs: Ideal for young learners who enjoy counting and repetition (e.g., “Ten Green Bottles”).
- Action Songs: Popularized by the Total Physical Response method, these songs involve movement and acting out lyrics (e.g., “Head, Shoulders, Knees, and Toes”).
- Nursery Rhymes: Simple verses with catchy tunes and humorous, nonsensical content, considered authentic materials (e.g., “Twinkle Twinkle Little Star”).
- Rounds: Circular songs sung by groups starting at different times (e.g., “London’s Burning”).
- Sayings, Proverbs, and Riddles: Promote cultural awareness and integrate other areas of knowledge.
4.2 Songs for Special Occasions
These songs, specific to particular events, offer insights into English culture (e.g., “Happy Birthday”).
4.3 Folk and Pop Songs
Appealing to older students, these songs range from British and American folklore to globally recognized hits.
- Sea Shanties: Rhythmic work songs traditionally sung by sailors (e.g., “My Bonnie Lies Over the Ocean”).
- Traditional Songs: Authentic materials reflecting English/American culture, including Western songs (cowboy life) and Spirituals (African American slave experiences) (e.g., “He’s Got the Whole World in His Hands”).
- Pop Music: Engaging for older students, with careful selection based on language level (e.g., “Yellow” by Coldplay for practicing past continuous tense).
Contemporary artists like Rihanna, Maroon 5, and Ed Sheeran also hold high appeal for students.
4.4 Adapted Songs
Created specifically for teaching English, these songs feature graded vocabulary and structures (e.g., “The Rainbow Song”).
5. Using Songs to Learn Phonetic Features, Vocabulary, and Cultural Elements
This section explores how songs can be exploited for lexical, phonetic, and cultural learning.
5.1 Lexical Level
Songs enhance vocabulary acquisition and retention, allowing for exploration of different semantic fields. Activities like fill-in-the-blanks and miming actions reinforce vocabulary.
5.2 Phonetic Level
Songs are valuable tools for teaching pronunciation, both segmental (individual sounds) and suprasegmental (stress, rhythm, intonation) features, as highlighted by Brewster.
Segmental features, particularly vowels and consonants, pose challenges for Spanish speakers. Songs like “Old McDonald” effectively target these sounds.
Suprasegmental features, crucial in English’s stress-timed rhythm, are naturally practiced through songs. Activities include vowel/consonant fill-in, sing-and-imitate, and listen-and-repeat.
5.3 Cultural Level
Songs provide a window into the culture of English-speaking countries. Selecting songs with explicit references to history, culture, or geography enhances cultural understanding.
6. Techniques to Introduce Songs in the Classroom
Effective techniques for incorporating songs into lessons include:
- Actions: Students actively participate by performing actions while listening.
- Drawings: Students create visuals based on the song title.
- Blanks: A common technique involving gap-fill exercises, requiring careful planning and execution.
- Strips of Paper: Students reassemble cut-up lyrics while listening.
- Background Music: Songs create an immersive atmosphere during various activities.
7. Follow-Up Activities: Post-Listening Stage
Drawing on Gardner’s Multiple Intelligences Theory, post-listening activities should integrate skills, connecting oral and written communication.
Written activities like adding verses, true/false questions, and comprehension exercises consolidate learning and develop communicative competence.
8. Applying New Technologies to Songs
In today’s digital age, integrating technology is essential. Digital tools enhance song-based learning:
- Digital Boards: Access to online platforms and websites like Lyricstraining.com, YouTube.com, and JustDance.
- Tablets/iPads: Individualized learning experiences with gradable activities and teacher monitoring capabilities.
While DVD players, CD players, and computers can be used, they are less prevalent in modern classrooms.
9. Conclusion
Songs are indispensable in the language curriculum, offering opportunities to practice listening and speaking skills, ultimately fostering communicative competence. Teachers should adapt song selection and implementation based on student age and proficiency. Songs serve as a powerful vehicle for English language learning, particularly in Infant and Primary Education.
10. Bibliography
- Crystal, O. L. D. (2018). The Cambridge Encyclopedia of the English Language (3rd Revised ed.). Cambridge University Press.
- Hymes, D. (1972). On Communicative Competence (in Sociolinguistics). Penguin.
- Jakobson, R., & Halle, M. (2017). Fundamentals of Language. Andesite Press.