Using Songs for English Language Learning: Techniques & Typology
Unit 17: Songs in the English Classroom
Introduction. Current research in the field of FLT states that students’ motivation and interests are amongst the most important factors when learning a foreign language. One way to raise students’ motivation and improve teaching effectiveness is the use of songs. If songs are carefully chosen, they can help with learning and consolidating linguistic elements, developing communicative skills, appreciating stylistic features, and learning sociocultural elements. All these factors are reflected in our current educational system, which emphasizes the use of authentic, motivating, and familiar materials in the English class for students to achieve communicative competence. In this unit, we will look at reasons for using songs and the criteria for selecting them, as well as their typology and didactic application.
1. Songs as Poetic Vehicles and Literary Creations
1.1. Reasons for Using Songs in the English Class
Songs encourage social integration in class and unconscious learning of the language. They are useful tools to give students intensive oral practice and to consolidate pronunciation. They motivate both good and weak students, create a pleasant atmosphere in the classroom, and encourage learning. Songs develop the students’ sociocultural competence. They are easy to remember and are familiar to children.
1.2. Criteria for Selecting Songs
The choice of songs will be based on a balance between the teacher’s didactic aims and the students’ likes.
- Students’ age: The teacher must consider her students’ age and tastes.
- Level of vocabulary, structures, and functions of the words: The songs should not be too easy or too difficult for the students’ level of English, and the language must be connected to the course syllabus.
- Potential for follow-up activities: The lyrics of the song must provide a starting point for language practice, as well as the introduction of socio-cultural aspects.
- Authentic vs. adapted songs: Both types of songs have advantages if they are carefully selected. Authentic songs provide examples of real language, and adapted songs adapt to the children’s level of competence.
2. Typology of Songs
There is a great variety of English songs that can be used in the English class. They have been selected for their artistic and cultural value, the presence of vocabulary and structures, they can be sung in a group, and they have catchy tones easily grasped.
2.1. Children’s Songs and Rhymes
The songs of this section are all short, have simple grammatical structures and reduced vocabulary, and most of them can be accompanied by actions or miming. Examples include:
- Counting songs (Ten green bottles)
- Action songs (If you’re happy, Head and Shoulders)
- Traditional songs (Old McDonald)
- Rounds (London’s burning)
- Nursery rhymes (counting rhyme, riddles, tongue twisters)
2.2. Jazz Chants
It is a useful tool to reinforce specific grammar and pronunciation patterns used in context. Example: I found a cow!
2.3. Songs for Special Occasions
These are songs that are sung at certain times of the year. They are useful to give an insight into English culture. Examples include:
- The birthday song
- Christmas songs (Jingle bells, Silent Night)
- New Year’s Eve (Auld Lang Syne)
2.4. Folk and Pop Songs
These songs are more appealing to older students. They are from British and American folklore, and most of them have become world-famous. Examples include:
- Sea shanties (My Bonnie)
- Traditional American songs (Oh! Susana, Kumbaya)
- Pop music: Pop music can be considered an internationally valid cultural phenomenon. The teacher should then take care in choosing those that are more appropriate for Primary Education.
2.5. Adapted Songs
Adapted songs are written specifically for the teaching of English. They focus on lexical, grammatical, or phonetical aspects of the language. The teacher can also invent her own songs, chants, or rhymes. Examples: alphabet songs, colour songs.
3. Techniques for Using Songs to Learn English
3.1. How to Make the Most of Songs
We need careful preparation to gain full benefit from the potential of a song.
- Pre-listening stage: This is a motivating stage in which the teacher presents the song. In this stage, the teacher can give a brief account of the song and can pre-teach vocabulary. And the students can deduce the content from the title.
- Techniques to learn the phonetic, lexical, and cultural aspects of English: While-listening stage. Our main aim should be:
A. Lexical Level
Meaning of words. Students get the general idea of the song (extensive listening) and they also have to listen for specific words (intensive listening). Activities: Line order, missing words, spot the mistake.
B. Phonetic Level
Students practice recognition and pronunciation of words, stress, rhythm, and intonation. Activities: look for similar sounds, singing.
C. Cultural Level
Students learn the socio-cultural background of the song: history, culture, traditions, ways of life, and beliefs reflected in the song. Activities: pictures, realia, video, discussion on the subject.
3.2. Further Follow-Up Activities
Post-listening stage. The teacher should design activities that encourage skill integration.
- Reading activities: answering true/false questions, yes/no questions, Wh- questions.
- Writing activities: summary of the song, description of a character or place, writing a new verse.
3.3. Applying New Technologies to Songs
The use of new technologies in Primary Education is an aim in the current educational system. Our students’ motivation towards English will increase.
- CD: It provides a model of English spoken by native speakers, and it also reproduces songs.
- DVD set: It combines the visual and the auditory aids. It also provides the possibility of reading the lyrics in both English and Spanish.
- Computers: They are an interactive audiovisual resource and they can offer a variety of tasks when using songs.
4. Conclusion
In this unit, we have analyzed the potential of songs as teaching tools. They are motivating materials that help learners to practice the English language in an enjoyable and effective way. If songs are carefully chosen and used, they will provide the learning of linguistic elements, the development of communicative skills, the appreciation of poetic language, and the acquisition of sociocultural knowledge. Therefore, the effective use of songs helps to develop the students’ communicative competence, which is the final aim of the LOE.