Using Songs in the English Classroom: A Comprehensive Approach

Posted on Mar 21, 2025 in Other civil servant exams

Unit 17: Songs as Poetic and Literary Creations

Unit 17: Songs as poetic and literary creations in the English classroom. Typology of songs. Techniques for using songs to learn phonetics, lexical and cultural aspects of English.

The present essay aims to study the use of songs as a resource in the English Foreign Language classroom. In order to do so, I will first concentrate on the contributions of songs to the English Foreign Language class, examining psychological roots, pedagogical and methodological reasons, then, songs as a poetic vehicle and literary creation. Secondly, I will focus on how to use songs in foreign language teaching, and then, studying how to maximize the use of songs in the classroom. The fourth part of the essay will examine the particular linguistic aspects that are present when working out songs: pronunciation, specific strategies, vocabulary and culture. Finally, I will compile the main conclusions and the bibliography used to develop this topic.

As far as foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3^rd May, modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9^th December, in section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as a consequence of the globalization process we live”. One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21^st of January which establishes the relation among the key competences, contents and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28^th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in the article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8^th of April, which establishes the minimum contents for the Primary Education in the Autonomous Community of Castilla y Leon.

Bearing in mind all these legal references, I will start mentioning the:

1. Songs as Poetic Vehicles and Literary Creations

There are many:

1.1. Reasons for Using Songs in the English Class:

They encourage social integration in class and unconscious learning of the language.
Songs are useful tools to give students intensive oral practice and to consolidate pronunciation.
Moreover, they motivate both good and weak students because they create a pleasant atmosphere in the classroom and encourage learning.
In addition, songs develop the students’ sociocultural competence.
Besides, they are easy to remember and are familiar to children.

1.2. Criteria for Selecting Songs

Will be based on a balance between the teacher’s didactic aims and the students’ likes. The teacher must consider her students’ age and tastes. 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. On the other hand, the lyrics of the song must provide a starting point for language practice, as well as the introduction of socio-cultural aspects. Authentic and adapted 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 English Songs

There is a great typology of English songs which 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

All are short, they have simple grammatical structures and reduced vocabulary, and most of them can be accompanied by actions or miming. There are:

Counting songs like “Ten green bottles”
Action songs for example “If you’re happy and you know it clap your hand”
Traditional songs such as “Old McDonald has a farm ia ia o”
Rounds like “London’s burning”
Nursery rhymes as counting rhyme, riddles or tongue twisters.

2.2. Jazz Chants

Are useful tools to reinforce specific grammar and pronunciation patterns used in context. For example “I found a cow!”

2.3. Songs for Special Occasions

Are sung at certain times of the year. They are useful to give an insight into English culture. They can be “The birthday song!” Christmas songs such as “Jingle bells”.

2.4. Folk and Pop Songs

Are more appealing to our older students. They are from British and American folklore, and most of them have become world-famous. Some of them are:

Sea shanties like “My bonnie”
Traditional American songs as “Kumbaya”.

On the other hand, 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

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. For example the alphabet songs or colour songs. Once I have explained the typology of songs, I will carry on with the:

3. Techniques for Using Songs to Learn English

Techniques for using songs to learn phonetic, lexical and cultural aspects of 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: the teacher presents the song giving a brief account of it and can pre-teach the vocabulary. So the students can deduce the content from the title.
While-listening stage: some techniques to learn the phonetic, lexical and cultural aspects of English are touch. Our main aim should be at:
- A. Lexical level: meaning of words. Students get the general idea of the song through extensive listening and they also have to listen specific words through intensive listening. We can practice activities such as: Line order, missing words or spot the mistake.
- B. Phonetic Level: Students practice recognition and pronunciation of words, stress, rhythm and intonation. The activities can be: look for similar sound or 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. So that the activities practiced are: watching a video or a discussion on the subject.

3.2. Further Follow-Up Activities

In the Post-listening stage can be: related to reading activities, answering true/false questions, yes/no questions, Wh- questions. As to the writing activities, they could be: summary of the song, description of a character or place or writing a new verse. The teacher should design activities that encourage skill integration.

3.3. New Technologies

The use of new technologies in Primary Education is an aim in the current educational system. They are interactive and audiovisual resources which can offer a variety of tasks when using songs. They offer the possibility of reading the lyrics in both English and Spanish and they can provide a model of English spoken by native. Moreover, our students’ motivation towards English will increase.

4. Conclusion

As a conclusion, I would like to say that songs are motivating teaching tools which 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 our current educational law.

Bibliography

The bibliography used to develop this unit includes:

COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
NUNAN, D. (2010): Language Teaching Methodology. University Press.

Referrying the webpages: