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nyone who has taught a listening and speaking course to
second language (L2) learners knows that it can be
challenging. Besides the challenge of meeting learners’
needs in general, teachers often find that some students are afraid
to communicate for fear of making mistakes or may simply be
uninterested in the topic. Fortunately, there are ways to successfully
address such challenges, and music-based instruction is one
of them.
interpret and code linguistic pitch information 2 . Clarity of speech: Can your learners
better than nonmusicians’ brains because the understand the lyrics?
coding is connected to a greater familiarity
with musical pitch. Therefore, “musical ability 3 . Age: Repetitive songs may be better for
predicts the ability to produce and perceive young learners, while thought-provoking
the sound structures … of a second language” songs may be more suitable for older
(Wong et al. 2007, 421). This finding suggests learners. What is the median age of your
that more exposure to music both in and out students?
of the classroom could have advantages for
L2 learners as they process and produce the 4 . Speed: Is the tempo, or speed, of the
target language. music what you want it to be?
Honoring cultural diversity and developing Instructors may also wonder whether music
a sense of acceptance in the classroom are can be used with all students. According
necessary in language teaching. There are to Arleo (2000, 12), “music can be used
many modes of human vocal expression, profitably with virtually all language learners.
and focusing on several of these modes in However, the choice of types of music
the curriculum gives learners the chance obviously depends on many factors, including
to understand different types of cultural the age, language level, cultural background
expression. “Human vocal expression” can and musical interests of the learner as well
be viewed as a scale, “with casual speech as the general learning context.” Once
(e.g., ordinary conversation) on one end again, it is important that the instructor
and song on the other” (Arleo 2000, 10); choose appropriate, inoffensive music for the
heightened speech, which falls in the learners, based on the educational, cultural,
middle of the scale, refers to telling stories and social contexts. Choosing suitable songs
and jokes, reciting poems, chanting, and leads to students having successful and
giving dramatic performances. For some enjoyable learning experiences.
cultures, these forms of heightened speech are
appropriate and comfortable. For instance, MUSIC AS A MOTIVATOR
chants have a rhythm and regular beat and
can be used by learners at sports matches and As mentioned above, music is universally
other cultural events (Arleo 2000). Songs, loved, and it provides pleasure and inspiration
of course, have a place in practically every to listeners. Regarding the role of music as a
culture. By recognizing learners as individuals motivator, Vethamani and Keong (2008, 95)
with their own unique cultural backgrounds write, “songs can be a form of useful resource
and experiences, instructors create an in the language classroom for purposes of
atmosphere of acceptance and diversity language development and to connect learners
through the use of music and other types of to issues that are of interest to young adults.”
human expression. According to Vethamani and Keong, previous
1 . Give each corner in the classroom a title: • Is this music popular in your
the “Always” corner, the “Sometimes” country/city/village/home? Why or
corner, the “Seldom” corner, and the why not?
“Never” corner.
• What is a song that you would
2 . Tell students that you are going to play recommend to your friends?
part of a song (up to 30 seconds), and
they should think about how often they Note: Step 4 can be adapted in many ways for
listen to this type of music. the purposes of your lesson. For example,
if you teach adjectives and emotions, you
3 . Play part of the song. can give corners titles like “Happy,” “Upset,”
“Energetic,” “Calm,” etc., and students in each
4 . As the song plays, students stand up and corner can explain why the song makes them
move to the appropriate corner based feel that way (e.g., “This song makes me happy
on how often they listen to the type because of the sound of the guitar”).
of music represented by the song—
always, sometimes, seldom, or never. Another popular fluency-focused option
For example, if you play a rock song and is Verse Scramble, an activity that can be
a student always listens to rock music, conducted at any appropriate point in
1 . Choose a song with several verses that is • What do you think the lyrics mean?
appropriate for the students’ proficiency
level and the content of the lesson. • What are some important words
Write or type each verse on a separate in the song that help explain the
piece of paper. meaning?
2 . Divide the students into small groups (in • How is the message of the song
a small class, students can do the activity related to your life?
individually).
Finally, an example of an accuracy-focused
3 . Give the students the title of the song. activity involving music is Madlibs. Like
Encourage small-group or whole-class the previous activities, it is flexible and can
discussion by asking students to predict be conducted at the beginning, middle, or
what the song will be about. Making end of a lesson. Also, teachers can choose
predictions gives students an opportunity songs according to the topic of the lesson as
for English speaking practice and helps well as the students’ proficiency level. With
them become interested in the activity. Madlibs, students integrate their listening
comprehension, reading comprehension,
4 . Give the groups pieces of paper with the grammar, critical thinking, and speaking
song verses (one verse per paper). If the skills. Going beyond a standard information-
students have lower proficiency levels gap exercise, this activity allows students to
(e.g., beginner or low-intermediate), test the grammatical limits of a song in a fun,
you can give them one or two lines of creative way, and in the end they even have the
the song instead of an entire verse. If opportunity to write their own songs.
Time: 10–15 minutes 4 . Before you play the song, have students
fill in what they think the missing words
Materials: Song lyrics written on paper or are on their papers or on the board.
the blackboard; songs (music player or laptop
optional) 5 . Play the song. Students will listen to see
if they guessed the missing words.
Directions:
6 . When the song ends, ask students if they
1 . Choose a song that is appropriate for correctly guessed the missing words and
the students’ proficiency level and the engage them in a discussion about the
content of the lesson. The song should be vocabulary and the meaning of the song;
new or unfamiliar to the students. you might ask these questions:
2 . Show students the lyrics from a verse • What words in the song did you
(either pass out papers or write the lyrics already know?
on the board). Some of the words should
be missing, and the part of speech of • What are new words you learned
each missing word should be given under from the song? What do you think
the blank. For example, here are the first they mean (from the context)?
few lines of the classic folk song “Home
on the Range” presented this way: • How does the singer feel in this song?
How do you know?
Oh give me a _________ where the
(noun) • What do you think the meaning of the
buffalo roam song is?
where the deer and the antelope • Which words help us understand the
_________ meaning of the song?
(verb)
7. Have students write their own version of
where seldom is heard a _________ the song by replacing the missing words
(adjective) with words of their choice. They can do
word this in small groups or as a whole class.
Students can choose any word as long as
and the skies ____________ not it is the appropriate part of speech. This
(linking verb) is a chance for students to be creative
cloudy all day. and have fun. When they are done, they
can even sing their new songs!
3 . Before you play the song, discuss the
lyrics and vocabulary to create context CONCLUSION
for the students. This can be done
in small groups or as a whole class. Music appeals to practically everyone.
Questions you might ask include the Although keeping L2 learners engaged can
following: be challenging, using music as a teaching
tool is a way to bring the class together and
• What do you think the song is about? inspire interest in the lesson. Using songs in
the English classroom benefits learners in
• Which words seem most important? many areas, including linguistic development,