Songs in the Classroom

Songs in the Classroom

Learning English has predominantly taken center stage due to the need of non-English speaking people to cope with the demand of globalization. We now see flock of students going to English speaking nations like the United States, United Kingdom and Australia to study the language as well as increasing demands of Asian countries for ESL teachers. In this light, teachers have now the burden of finding various ways to increase proficiency on the language of their students and develop their listening, speaking, reading and writing skills relative to English grammars and vocabularies. 

One of the medium that ESL teachers use is the utilization of music or songs to increase students’ interest and learning. Literatures attest to the ability of human mind to pick up new knowledge more quickly when it is contained in a song with appealing rhythm and theme. Introducing songs into classroom instruction significantly change the routine and provide students with better appreciation of the language through learning sentence pattern, stress and proper intonations of words and grammar usage. 

Why Use Songs in ESL Classroom Teaching

Kevin Schoepp (2001) enumerated affective, cognitive and linguistic reasons for using songs in the classroom and how it effectively influences a person’s learning ability. He cited the affective filter hypothesis of Steven Krashen which explains that individual who has weak affective filter has a positive attitude towards leaning. It will require teachers to provide a positive atmosphere and using songs in language learning will create such atmosphere. The same article expounded on Gatbonton and Segalowitz explanation on the importance of songs in developing automaticity which would appeal to the cognition of students. Since songs are repetitive and consistent, learning language is automatic and easier. Finally, he cited the importance of songs in preparing students to better comprehend the language of informal conversation. There are a number of songs that use colloquial English and exposing students into this kind of language pattern will increase their knowledge of the language.

Ebong & Sabbadini (2006), on the other hand, stressed on effectiveness of using songs to provide students with the very essential of language learning since they are examples of authentic, memorable and rhythmic language. They elaborated on using songs to focus on sounds, words and on connected speech.

Using music and songs in classroom also support Howard Gardner’s Theory of Multiple Intelligence which claims that human possess all the potential to maximize the development of these intelligences, more specifically the musical skills of the person.

Suzanne Medina in a study conducted in 1993 has proven the positive effect of music in English language acquisition among 48 2nd grade children. In her study, Medina arrived at a conclusion that music and songs are viable vehicle for language acquisition most especially if combine with illustrations due to its effect upon memory retention.

Areas Which Can Be Improved Through Introduction of Songs

The use of songs in classroom activities familiarizes students with common vocabulary and sentence construction as phrases are constantly repeated. Students are acquainted on right pronunciation of English words and able to differentiate how combination of letters would sound different using their native languages. Reading and writing capabilities of students are also enhanced by their familiarity with songs as they are now able to learn vocabularies and word tenses, put their ideas together and write it in manner they could clearly express their thoughts about certain topic, issue or event.

Selecting the Right Song is a Must!

Selecting songs that will give the ultimate result as far as language acquisition of students is concern lies in the best decision of teachers. Interest and proficiency level of students should be the first consideration of every educator. You cannot expect children more interested in singing songs of Celine Dion than learning ‘I’m a Little Tea Pot’. 

Lyrics should have story line to appeal to students? emotion and for them to relate it to reality. Teachers have the responsibility to ensure that songs to be introduced will not in any way promote violence, sex and other negative values.

Songs in the Classroom

Songs offer a change from routine classroom activities. They are precious resources to develop students’ abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. Learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting. Songs may both be used for the presentation or the practice phase of the grammar lesson. 

There are various ways of using songs in the classroom. For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach.. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere. For teenagers or adults in the intermediate or advanced level, it is better to use more meaningful or popular songs, which not only review or introduce grammar points but also reflect cultural aspects. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of grammar points is at the foreground, songs can be used with several techniques. Some examples of these techniques are: ‘Gap fills or close 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 A teacher’s selection of a technique or a set of techniques should be based on his or her objectives for the classroom. After deciding the grammar point to be studied, and the song and the techniques to be used, the teacher should prepare an effective lesson plan. Since songs are listening activities, it is advisable to present them as a listening lesson, but of course it is necessary to integrate all the skills in the process in order to achieve successful teaching. 

A song can be taught by first handing out the lyrics, then going through the grammar and syntax, examining the vocabulary used, and finally, trying to analyze the content of the song. When every student has thoroughly grasped the meaning of the lyrics, play the song and have them sing aloud in order to practice their pronunciation.

Another method allows the students to discover some of the lyrics by themselves. This is done by handing out a copy of the song with some words missing. This way the listening-comprehension exercise really fits its purpose, since students must listen carefully in order to make out the exact words being sung. Students enjoy this exercise a lot. When they don’t comprehend what is being said, they generally insist upon listening to the passage again and again until they understand every single word. This ‘filling in the blanks’ exercise is a great opportunity to teach new words in context, as well as phrasal verbs, idiomatic expressions, and even some familiar or slang words, which clearly point out should be used with care in everyday conversation.

Conclusion The use of songs in language classrooms provides many advantages. They entertain and relax the learners while they are learning or practicing a structure, and they often eliminate the students’ negative attitude towards learning. Through providing authenticity and context they make the grammar points more understandable and easy. As language teachers, we can benefit from using songs, since our concern is to motivate the students and draw their utmost attention on the subject during teaching. 

Songs in the Classroom

Songs in the classroom are a wonderful way to learn English but did you also know that it has been proven that they can ‘help’ acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening (Jalongo and Bromley, 1984, McCarthey, 1985; Martin, 1983, Mitchell, 1983, Jolly, 1975)1. The following research assignment will go over different methods that can be used to implement songs when teaching English language. Depending on the age and level of the class songs can be used in a variety of ways. Three age groups will be covered: young children (aged 3-5 without any previous knowledge of English), elementary to early teens (aged 10-14 with basic English grammar knowledge), and adults (intermediate level). These groups were chosen as they will demonstrate well some of the activities that can be used. When possible, publications or reports will be cited, in all other cases my own experience as an English language teacher for the past 5 years will be implied.

Everyone has always learned songs when they were children but few have ever wondered why. First of all, we should know that ‘children rely exclusively on the oral language they listen to in order to acquire their first language’ . When it comes to songs, it has been proven that a ‘rhythmic presentation benefits memorization, especially when the verbal information is meaningful’ . Children of a young age need much stimulation to keep focused, when singing and using meaningful gestures, often accompanied by some sort of illustration(s), it has been proven (Medina, 1993) that they retain vocabulary better than using more traditional methods. Based on my own experience, I have noticed that most young children enjoy singing with gestures as they can immediately relate to what they are learning, as well as release much energy.

In elementary-level students, songs take a different tone, since they are at an age when singing can seem childish but at the same time, they usually don’t have enough vocabulary or grammatical skills to understand more complicated songs. So it’s best to select material that will match their abilities and interests. Many books suited for their level will include chants (e.g. Let’s Go 4, Oxford University Press) --instead of more traditional songs-- that provide a musical approach to learning and reviewing grammar structures. Not only is the experience very relaxing but also ‘as students repeatedly sing songs, their confidence level rises’1. 

The last group that will be studied, is the intermediate- level adult. Based on experience, these adults are usually comfortable with all grammar structures, have good listening skills and most importantly a sufficient vocabulary to do well on the following type of exercise. For the exercise to be a success it is important that the teacher know their students’ interests: ‘if [the learner] is anxious, unmotivated, or simply lacks confidence, language acquisition will be limited’(4) . Music that students will enjoy is always important for the activity to work. A variety of activities can be used with adults but a great one to improve their listening, practice specific grammar structures and build-up their vocabulary is: ‘Musical Mini-Dialogue Mixers’ 1. Besides the common listening and filling-in the missing words from the lyrics activity, it makes students become creative using similar sentence patterns on their own. As well they can rely on other students to help with vocabulary, which promotes more English conversation.

As it was just demonstrated, songs in the classroom can be used at various levels and will enhance the English language learning experience as well as improve students’ skills. The key to its success is to find the balance between the goals the teacher wants to achieve and providing a stimulating content.

Songs in the Classroom

Music, according to R. M. Rilke, is ‘language where all language ends.’ Being thus, it is one of the most useful tools of humanity. We, as humans, often complain that words do not suffice in accomplishing what we attempt to portray. Music, however, can reach farther than words into the spectrum of life. What better tool exists, then, to ease language learners into the world of words? The use of music in EFL classrooms motivates learners, enhances retention, and makes learning easier.

Music is an art to which every single human can relate. There are as many varieties of music as there are people, so every person will enjoy some type of music. In a recent study of ESL students, ‘listening to a song ranked number one for enjoyable [activities]’ among students (Lems 15). Teachers can take advantage of this common interest by incorporating music of all kinds into lessons in order to motivate students. If a student sense that material is relevant to his or her life or interests, he or she will be more excited to learn because they will understand how that learning fits into the schema of his or her own prior knowledge. Using music like this ‘is a great way to activate vocabulary and get students thinking in the right direction’ (Beare). Once students are paying attention, they will retain more of the information presented.

Using music throughout a lesson, and not simply as an introduction to the lesson, will allow students to experience the benefits of musical learning. Orlova proposes that music can teach students about culture, incite students to speak more in class, and instill in them an appreciation for art (1). As it is woven into many aspects of learning, it will become a prominent feature of the student’s learning process. Due to the rhythmic and repetitive nature of songs, knowledge will be retained more readily. Several studies have been conducted suggesting proof of this phenomenon. In one study, ‘students in a French immersion program in Canada who learned music concepts and patterns daily, along with their language study did significantly better in both foreign language study and music study than their peers who did not study music,’ and in another study, second grade ELLs who were taught vocabulary using supplementary music and pictures learned more words than those in groups using one, or neither, of the artistic enhancements’ (Lems 15). Music reinforces all stages of learning by allow for repetition, imagery, rhythm, and relevancy.

Music, in addition to motivating and reinforcing student learning, broadens the classroom experience as it introduces and enhances all aspects of knowledge. Songs introduce discussion topics, promotes discussion, teaches vocabulary, teaches intonation and grammar, aids in listening comprehension skills, and promotes writing skills (Orlova). Because music treats a wide variety of human topics, deals with varying emotions and levels of language, and is demographically and culturally appealing, teachers can use songs as a springboard into every area of the EFL classroom. Teachers can use song lyrics to begin discussions or writing prompts or use rhythm to enhance choral recitation of vocabulary or conjugation. Students can also learn about each other as they share their own favorite music with the rest of the class. Music as a whole creates a positive classroom environment that promotes individual student interest, enjoyment of the learning process, retention of knowledge, and a sensitivity to the universality of human expression.

Songs in the Classroom

Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students’ abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. 

Songs also give new insights into the target culture. They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating. Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again. 

There are many advantages of using songs in the classroom. Through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs the base of the learners’ knowledge of the target culture can be broadened. 

In consequence, if selected properly and adopted carefully, a teacher should benefit from songs in all phases of teaching grammar. Songs may both be used for the presentation or the practice phase of the grammar lesson. They may encourage extensive and intensive listening, and inspire creativity and use of imagination in a relaxed classroom atmosphere. While selecting a song the teacher should take the age, interests of the learners and the language being used in the song into consideration. To enhance learner commitment, it is also beneficial to allow learners to take part in the selection of the songs. 

Teaching Procedure

There are various ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the grammar point to be studied, and the song itself have determinant roles on the procedure. Apart from them, it mainly depends on the creativity of the teacher. 

For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song ´Bingo´, or while teaching them counting ´Johnny Works with One Hammer´ will be useful. In order to make the songs more meaningful and more enjoyable, motions can be added to the song which parallel the words of the song. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere. 

For teenagers or adults in the intermediate or advanced level, it is better to use more meaningful or popular songs, which not only review or introduce grammar points but also reflect cultural aspects. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of grammar points is at the foreground, songs can be used with several techniques. Some examples of these techniques are: 

Gap fills or close 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

A teacher’s selection of a technique or a set of techniques should be based on his or her objectives for the classroom. After deciding the grammar point to be studied, and the song and the techniques to be used, the teacher should prepare an effective lesson plan. Since songs are listening activities, it is advisable to present them as a listening lesson, but of course it is necessary to integrate all the skills in the process in order to achieve successful teaching. 

Integrated skills can be used to complete the overall course structure. Since many songs are on themes for which it is easy to find related reading texts, it may lead the learner to read a text about the singer or the theme. Besides, many songs give a chance for a written reaction of some kind. Opinion questions may lead the learner to write about his own thoughts or reflections. Some songs deal with a theme that can be re-exploited through role plays. Acting may add enthusiasm to the learning process. Finally, some songs deal with themes, which can lead to guided discussion. By leading the students into a discussion, the grammar point could be practiced orally and, in a way, naturally. 

As a consequence, the use of songs in language classrooms provides many advantages. They entertain and relax the learners while they are learning or practicing a structure, and they often eliminate the students’ negative attitude towards learning. Through providing authenticity and context they make the grammar points more understandable and easy. As language teachers, we can benefit from using songs, since our concern is to motivate the students and draw their utmost attention on the subject during teaching. 

Songs in the Classroom

The use of music in classrooms today is widespread, but it’s educational value is in debate. This article will discuss the importance of music and song when teaching English as a Second Language (ESL). It is my opinion that music is a vital tool that a teacher can utilise to enhance language retention as well as student motivation and enjoyment.

Music helps create positive feelings about learning English (Uchida, 2003). Music and song are universal as is the enjoyment of music and students will already be experiencing music in their own culture. Therefore, the introduction of music into the classroom can be a very non-threatening way of creating a comfortable classroom atmosphere, establishing a link between the student’s background and the language they are about to learn. Uchida (2003) suggests the use of the same piece of music at the beginning of every lesson in order to establish a connection and sense of familiarity with students early on. It is also an effective way to introduce the language topic for that particular lesson ‘Using music is a great way to activate vocabulary’ (Beare, 2006). While it is generally agreed that music is an enjoyable part of classroom life, many argue that it has little or no educational value when it comes to language retention (Medina, 1993). However, studies have shown that music is in fact a ‘viable vehicle for second language acquisition’ (Medina, 1993, p.3). Songs can be used to acquire vocabulary, learn spelling patterns, improve reading and writing as well as providing the learner with realistic contexts in which to learn through. Medina (2002) provides several reasons why music and song is so useful in the ESL classroom. She first states that music is first and foremost an enjoyable experience. This is in turn confirmed by Beare (2006) who affirms ‘the use of music in the classroom can make the entire learning process more enjoyable’. Because students enjoy music, they are more attentive, focused and therefore receptive to learning. They tend to relax, losing their inhibitions as they repeatedly sing songs, resulting in a rise in confidence levels and a desire to continue singing and therefore learning (Medina, 2002) Krashen (1982, cited Medina 2002) puts forward a relevant hypothesis regarding second language acquisition that highlights the critical importance of meaning, which can be directly linked to the use of music in the classroom. Music provides students with an alternative meaningful context to oral or written stories in which to learn language through. Medina (2002) states that ‘story songs may motivate and captivate the attention of second language learners in ways that oral stories cannot’ (p.2). Medina (2002) also discusses Gardner’s Theory of Multiple Intelligences, stating that music in the classroom is consistent with his ideas about eight distinct intelligences. Through the use of background music, listening to story songs or singing songs containing specific language features, students are ?cultivating the musical intelligence which Gardner speaks of’ (Medina 2002, p.4). A teacher can use music as another vessel with which to engage their learners, furthering the ways to meet the varied needs of the students in a classroom.

The theoretical justifications for using music and song in the classroom are clear and compelling. Music has strong educational value in terms of second language acquisition, assisting with language retention, vocabulary, spelling and grammar. However, in my opinion, the greatest argument for music in the classroom is the enjoyment the students get out of it. Music stimulates the mind and relaxes the student, providing an inspiring and motivating vessel of instruction.

Songs in the Classroom

Music is an amazing phenomenon; it holds the power to sway emotions, recall memories, and invoke understanding. Music has often been used as an effective learning tool in many classroom environments. In the EFL classrooms, music and songs can provide invaluable depth and knowledge for students.

Music and songs can create a non-threatening environment for students. Students often feel intimidated when they are asked to speak aloud in a classroom setting (Lo and Li, ? 1). When asked to speak, students are terrified of making mistakes; therefore, they will be too nervous to answer, or they may give an incorrect answer, causing them to look foolish before their classmates. Songs give students an opportunity to practice their spoken English in a way that is familiar and comfortable to them. Music can also serve as a non-threatening transition from the students’ native language to English. One teacher plays English music as her students enter the classroom, signifying that they are entering ‘her world,’ and it sets the classroom apart from their world (Uchida, ‘ 3). By making a definite transition from the outside world into the classroom, the teacher provides the students with an environment that is more conducive to learning. The students are forced to note the transition when they hear music and words being sung in another language; the music plays in stark contrast to the sounds of their own language being spoken around them. By entering this new place with a new language, students’ minds are told that they should be speaking this new language, and they should feel more relaxed as they are speaking. 

Songs in the classroom can also be used to teach language structures and cultural values. Music can increase retention while being used as a tool for grammar structures and vocabulary (Abbot, p. 11). Simple songs can present new grammar structures and vocabulary words in a context that is easy for students to remember. While most students will forget every instruction or lesson they hear in class, they tend to remember songs even years after they are finished with their studies. By providing students with songs, teachers give these students knowledge that will last far beyond the classroom atmosphere. Perhaps one of the most difficult aspects of English phonology is rhythm and stress in speaking. Through songs and chants, students can be taught these complicated rhythms, and they can use these lessons to become more fluent in English (Rosenthal, p. 139). By listening to these rhythms and stressed syllables in a controlled setting, students begin to learn the method of stressing and rhythm in the English language. As they become more familiar with this phonology, they begin to feel more comfortable incorporating these methods into their regular speech. In addition to vocabulary, grammar, rhythm, and stress, music can also be used as a tool to teach Western culture to students (Sarikoban and Metin, ‘ 4). By using songs, students are able to explore themes of human interaction, moral values, and emotion. Listening to music from another culture can open the students’ minds to a wider variety of people. By listening to and learning lyrics to English songs, students are able to compare their culture to those in the West. Sometimes, comparing the cultures serves to show that the cultures are more alike than they are different, increasing the students’ desire to learn the language. Music in the classroom serves as more than mere entertainment for students. It can be used as a tool to teach reading, listening, speaking, and writing. Students can relate easily to music, as it is already a part of their lives, but learning songs in another language can also introduce new themes of culture to them, not only increasing their classroom learning experience, but also increasing their knowledge of the world beyond their classroom.