TEACHING THROUGH SONGS IN CLASROOM
There are several advantages in teaching English grammar using songs in classrooms.
Songs give learners an authentic context and while they learn or practice a topic. They are
used to change the negative attitude of learners.
There are two perspectives to use songs to teach grammar: the theoretical and practical
perspectives.
1
THEORETICAL PERSPECTIVES
The affective filter hypothesis (Krashen 1982) refers when using songs in teaching
and learning languages. When a positive attitude is present in learning that means there is
a weak affective filter. The use of English songs in EFL classroom reduces the students
anxiety and provides an adequate atmosphere.
They motivate the students to learn a language because students get relaxed and entertain
them.
PRACTICAL PERSPECTIVES
All phases of teaching and learning grammar are benefit by using songs. While
selecting a song we must consider the learners needs (age and interests). For instance, the
approaches taken in using songs vary according the age (adults, teenagers and children).
A lively atmosphere is created when lively action songs are chosen but meaningful
songs are better for teenagers and adults (Sarico ban and Metim, 2000).
The affective use of songs in the classroom is easier thanks to media because internet
provides authentic and meaningful material (Saricoban and Metim, 2000)
The use of different techniques with songs depends on teachers creativity in the classroom
and their objectives.
Saricoban and Metim (2000) propose the following techniques:
Gap fills or closes texts.
Focus questions.
True false statements.
Put these lines into the correct sequence.
Dictation.
Add a final verse.
Circle the antonyms/synonyms of the given words.
Discuss.
TEACHING ENGLISH WITH SONGS
When teaching songs, it is important to consider: the selection of songs and the
preparation of task before, during and after listening activities.
Reasons for taking songs to a teaching context
Music has to do with social contexts.
It may change students moods.
It provides stimulation and entertainment as well as challenge.
Music may be associated with happiness.
Its a powerful tool to learn English.
There are other deeper reasons why teachers take songs to their teaching context:
A MOTIVATION: It is an experience to feel better with music for students and teachers.
Songs have cognitive purposes because working with music should be fun and
challenging. Students are provided with a large amount of new words when they listen
to songs.
Careful selection of songs and activities give students a motivated attitude toward
autonomy (Lopera and Ramirez. 1998)
B INTERACTIVE AND COOPERATIVE LEARNING: Students work appropriately
in groups sharing information when the activities are well designed. They interact with
peers giving their points of view so they communicate their own ideas to reach
objectives. As students work together in pairs or groups they share information and
come to each others aid. They are a team whose players must work together in order to
achieve goals successfully
C AUTHENTIC MATERIAL: Songs are used in real contexts. The one who makes
students to interact and reflect on the songs in the teacher.
D MUSIC IS EVERYWHERE: Today, English is found more frequently in music
English students are exposed to the language outside their English classes because of
the Communication Means (radio, tv,etc)
SELECTING SONGS
You have to consider the following:
A SELECTION: Consider the purpose to take a specific song. If it is to reinforce
grammar or to discuss a point.
B STUDENTS LIKES: Take into an account the students favorite songs and singers.
Thus, you have important information about what songs you can choose. If you want
students to be involved with their learning you can provide them a list with songs so
students can select them.
C MESSAGE OF THE SONG: Select songs with a social, ecological and human
message.
D MUSIC VIDEOS: There are two formats: audio and video. Video has more advantages
because it provides visual elements for non- native speaker to understand the language.
It is more realistic because it presents real life listening situations. Teachers should
select songs and videos being careful about the message and images.
PREPARING TASK OR ACTIVITIES TO WORK WITH SONGS
There is a difference between tasks and activities. When there is a clear objective to reach
with a specified working procedure we are referring to a task. It is recommended to design
task according to a formal (pre while post activities)
A PRE- LISTENING ACTIVITIES: They are intended to activate the background
knowledge. It becomes a problem if you dont activate the schematic knowledge
properly.
The learner gets the input and converts it into intake (assimilated information). This
process is the same as in reading and listening.
The teacher has the important role of connecting what students already know about a
topic and what they need to know to be able to understand a specific text.
Pre listening tasks activate students background knowledge preparing them to
interact with the text later teachers provide some information that students will find in
the songs.
B. WHILE LISTENING ACTIVITIES: After activating the background knowledge
learners should immediately listen song and then discuss about it. Learners are
encouraged to participate actively and reflectively. In these activities learners have to
follow in logical order the incidents, sequencing, organizing is appropriate.
C. POST LISTENING ACTIVITIES: Learners knowledge is expanded by these
tasks. Learners discuss and analyze the song and share their personal experiences and
points of view about it.
SUGGESTIONS WHEN WORKING WITH MUSIC
It is important to consider the following:
a. Tolerance: teachers should train students to deal with the incomplete information
when they listen a song.
b. Pilot the task: it is important that another trained person monitor the tasks you
selected so he/she can see the errors.
c. Repetition: learners need to listen the song many times to complete the activity.
d. Music videos: video images and phonological signals and very useful for the listener.
e. Lyrics: include the whole song (lyrics) through the tasks.
f. Exposure: when listening a son you should make sure that students dont get tired or
bored.
g. Level of English: select the song and the kind of tasks according to the learners
level.
h. Adaptation: you should adapt the tasks you prepared if they dont work in class.
SPECIFIC TEACHING POINTS
Teachers songs are used by teachers to introduce new grammar, to create a free
stress atmosphere and to discuss openly about a song. The main purpose to teach using songs
is to enhance reading, writing, speaking and listening skills.
The reasons to take songs to a class are:
To talk about the music, singer, lyrics.
To associate them with people, places in our lives.
To translate them.
To encourage listening activities.
To stimulate class discussions.
The techniques selected by the teachers should be based on their objectives for the class.
I think there are some useful recommendations when working with music. Teachers should
consider the level of songs and the tasks they prepare according to their students level and if
the activities dont work during class teacher should adapt them considering their students
needs.
CONCLUSION
There are important considerations to use songs to teach grammar from different
perspectives that will make the learning of English different than the common classroom
activities.
When a teacher works on a song he/she should establish an useful purpose. It means
that teachers should have clear objectives and design appropriate tasks with anticipation.
REFERENCES
Lopera, Sergio
Useful Ideas When Taking Songs to a Class.
Ikala, revista de lenguaje y cultura Vol.8, N14 (ene-dic 2003)
Schoepp, Kevin
Reasons for Using Songs in the ESL/EFL Class.
The Internet TESL Journal, Vol. VII, N2, Feb.2001.
Mustafa ,Sevic
Teacher Views About Using Songs in Teaching English to
Young Learners . Educational Research and ReviewVol.6,
pp.1027-1035,12 December 2011 .
Murphy, T
Music and Song .Oxford University Press 1992 .
Simpsom, Adam
How to Use Songs in the English Language Classroom.
British Council.org.
