Provide a Scenario Where You Would Use Music to Teach Language Arts

May 06, 2022 Post a Comment

Using vocal and music every bit a motivation to inspire involvement in verse analysis eventually led to achievement in other aspects of language learning. In this South African case report, English second language learners were initially overwhelmed by the language level and analytic thought skills required in the study of literature. Aloofness, boredom and negativity in the learning state of affairs had to be confronted. The teacher opted for an unconventional arroyo to resolve these issues – analysing contemporary music lyrics as poetry. The case study provides evidence for the argument that song and music motivates teaching and learning, leading to creative and enhanced academic achievement. Key Words: Music, motivation, language, learning

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Language Learning Enhanced by Music and Thenng

Hilda F Israel

Nelson Mandela Metropolitan University, South Africa

Abstruse

A song is poetry set to motion. A song in a second

linguistic communication enhances the learning of that target

language. This study confirmed that English language second

language learners were inspired by the singing of

songs and music to achieve improve in their study of

literature, adue south well as other aspects of the target

language. Learners were overwhelmed by thdue east loftier

standards and belittling idea southwardkills required in

the agreement of poetry equally an attribute of their

English curriculum. Lack of interest apace set in,

until the instructor decided to motivate them through

the use of contemporary songs every bit a teaching

methodology. The skills learned were then

transferred to the study of other aspects of the

language curriculum. The awarding of song and

music every bit a teaching and learning classroom

motivation was affirmed, resulting in artistic and

enhanced language performance.

i. Introduction

'If music be the food of learning, play on' (with

apologies to Shakespeare). There are times when the

language teacher has to be very artistic indeed, or

else both content learning and the throughput rate of

learners suffer.

The setting of this case report was a mail service-

democratic, secondary school in KwaZulu-Natal,

South Africa (SA). Originally for South Africans of

Indian descent only, it included all black learners

living in the local area at the fourth dimension the report was

undertaken. The course was Course 11, a mixed ability

grouping of learners mostly from the local informal or

shack settlement. Some were definitely at-risk

learners. Many had merely a bones knowledge of the

English linguistic communication. The teacher's chore was to teach

English language literature, one aspect of which was poetry

assay. After foundation lessons, and a review of

two poems, she knew that traditional methodologies

and evaluations were not appropriate and had to

change.

"Plough the crush around…" past Gloria Estefan

became the newly adopted 'teaching methodology'.

Music and vocal, whether pop, rock, kwaito, rap,

Rhythm & Blues, hip-hop, firm… healed the globe

and made it a meliorate identify for these learners. The

pedagogy and learning lesson plan and assessment

was simple, but experimental.

The Plan: Learners chose ane vocal (for example,

the rap version of Just the two of us past Volition Smith;

Beat It past Michael Jackson). The instructor chose one

vocal (for example, Turn thursdaye beat effectually by Gloria

Estefan; California Dreaming by The Mamas &

Papas) and the third was mandatory, the SA National

Anthem, Nkosi Sikelel'i-Afrika . Then followed the

prescribed poetry listing, but learning now was based on

how the music lyrics were analysed. The anthethou was

included to inspire national pride and citizenship.

Methodology: The introduction lesson was a

marketing strategy. The grade was moved to a room

far away from the main teaching cake and music

welcomed the learners for well-nigh xv minutes.

Popular music, kwaito and rap music was played at

high volume to brand an impact on the young

people. Singing the lyrics and dancing was a natural

response from them. Students commented that this

classroom had an "electric mood" and that learning

"had a vibe". I student notably added that this

was "Africa in the classroom". No learner stood

nonetheless… until the words of the lyrics were transferred

onto the overhead projector screen. And so the

pedagogy and learning begadue north. Actually, this was

when the education and learning continued.

The sudden dawning that the music they were

enjoying was actually a poem in motion seemed t o

fascinate the students. The language did not matter

because they sang in English and African languages.

They accepted that they were singing a poem set to

music. It was this critical moment that transformed

what they idea was a music experience into an

education situation, a teaching and learning

situation. Music was the motivation backside the

learning. Words were analysed and meanings

debated. Rhyme was antiseptic. Figurative language

was identified and discussed in the context of the

text. The lesson was airtight with five more minutes

of music. No learner wanted to leave the classroom.

The beat had turned the learning experience around.

More importantly, the young people wanted to larn,

they were motivated to engage with the words of the

lyrics.

The learners were thereafter allocated three tasks:

Literacy Information and Computer Education Journal (LICEJ), Special Issue, Volume 2, Issue ane, 2013

 A writing consignment based on the analysis of

the iii songs as poetry.

 A small grouping presentation of any 2 of the 3

songs every bit their oral cess.

 A full word of what the learning procedure

meant to them as individuals and equally a group.

Past iii weeks subsequently, all English language language

lessons were becoming increasingly boisterous in a

positive way. V minutes of each lesson was

devoted to a progress written report on " Our Production":

music motivated them to own the assessment tasks.

Students wanted to learn. The motivation was

clearly intrinsic, with visible benefits in other

learning areas as well. Grammar classes were not

tedious any more. Shakespeare was visualised as a

poet too, exposing them to more than imagery analysis.

The learners' oral presentations became more

ambitious than expected, with music, song, costume

and videotaping all being integrated into the task.

Funds were even raised to get T-shirts for their

groups.

The objective in using music was to motivate the

teaching and learning of poetry. Not only were the

lyric productions beyond expectations, merely language

ability in the written job improved every bit well. The

poetry lesson changed. Each poem now had the

potential to exist sung, while some learners proved

adept at converting them to rap format. The teacher

realised that analysing the poem was now more

accessible, more than possible. Music had fabricated the

environment more learner-friendly. Music had

motivated the learners to go beyond their language

limitations and respond to lyrics every bit poetry, and

poetry as lyrics. Music brought them together despite

various racial, cultural, economic and social

differences. Music made better learners of the at-run a risk

individuals. What was confirmed was that music as

an innovative teaching and learning intervention had

worked.

The poetry analysis section of the curriculum

thereafter merged with the oral presentation section.

The fact that all of this was being performed in a

language other than their mother-tongue seemed

irrelevant to many of thursdaye learners. "Editing" became

their new "buzzword " . For many, their conviction in

using their limited knowledge of English visibly

grew. The writing task produced efforts that ranged

from mediocre to outstanding. Evidence of research

on the national anthem brought national history and

pride into the learning process. One group

videotaped themselves performing their vocal equally part

of their presentation. Another did a stage choral

product, with all of the learners wearing ruddy T-

shirts and jeans.

The critical analysis of the whole music-equally-

motivation process was an unexpected evolution,

being exposed when learners shared their personal

reflections onorth the innovative education process. The

hidden curriculum emerged adue south questions focussed onorthward

personal learning growth. Questions included the

post-obit: What did it take to exist a team histrion?

Why did tensions arise at times? How did each

contribute to the final written and oral product? Why

did they resent the "lazy" learner who did not

contribute equally expected? Critical thinking was beingness

applied without the learners even recognising information technology, or

knowing that they were even capable of information technology. Music

motivated this enthusiasm and desire to larn.

Today, when the teacher meets and thenme of the

learners from her English class, the conversation is

not about how much they take progressed, merely about

how music helped them to enjoy their language

lessons. And they proudly add that, when they sing

the national anthem, they practise not need to look at the

words anymore.

2. Music and Learning

The case study indicated that music enhancedue south

ane's skills in academic achievement, self esteem,

national pride, identifying with one'south culture and

general self confidence. Music is a means of

communication. Information technology crosses all barriers – language,

culture, belief systems, age, gender and nationality. It

is an innate part of a person'due south beingness. Depending on

taste, information technology soothes and relaxes, inspires and motivates.

Used carefully in the learning southituation, it can turn

the shell of the learning process around.

In the SA Curriculum, the Arts and Culture

Learning Area states that music creates opportunities

for a learner to: develop a healthy self-concept; piece of work

as individuals; air conditioningknowledge and develop the

diversity of South Africa's cultures and heritage;

develop skills in fine art; respect human value and

dignity; develop life-long learning skills [17]. Equally

teachers of diverse master and loftier school learners,

educators need to identify how nosotros can useast music to

motivate the learner. How can we tap into their

learning styles, limitations and strengths?

Eady and Wilson [four] confirm that various

studies prove that music does contribute to a

learner's academic achievement, motivation and

creative development. They conclude that music

helps ane to learn more, and more effectively. Music

contributes to all of pedagogy. The learner benefits

past enhancing key developmental goals such as cocky-

esteem and creativity.

Learners achieved better scores when music was

part of their social studies. McTeer and Bailey [8]

reinforce the thesis that music motivates learning in

other disciplines through their inquiry on student

mental attitude towards history and subject one thousandnowledge

Literacy Information and Calculator Education Journal (LICEJ), Special Effect, Volume ii, Issue ane, 2013

affair. An experimental grouping of senior high school

students were exposed to contemporary music to

rejuvenate their history grade. The control group was

taught using the lecture-discussion method. With all

other variables being constant, the outcome was that

in the area of mental attitude and subject affair cognition,

the group exposed to music as motivation scored

ameliorate averages.

Research conducted by Weisskoff [22], as cited

in Eady and Wilson [4], supports the premise that

music influences learning in cordue east subjects and helps

to achieve the core goals of learning. He compared

ii learning situations: learning in language arts

with music and without music, with his focus being

on tasone thousand performance and continuing motivation. Did

the presence of thousandusic brand any difference or not?

The result was that those who learned in the

music situation scored very much college in terms of

sustained motivation, seenorthward in the tendency of

learners to keep working on tasks afterwards the initial

motivational lesson. Task performance was non

improved by the music motivation. Music was

neither a positive forcefulness nor a distraction in job

achievement. He farther clarified that background

music during a learning task does not eastnhance

achievement. However, Weisskoff [22] proves that

music as motivation does work for learners. The

research confirmed that at that place is a solid relationship

between music and standing motivation:

unmotivated learners became motivated because of

the presence of music. The SA example study, despite its

unusual and innovative context, confirmed these

findings.

An aspect that cannot be ignored is the massive

technological advancement in music today. Learning

tasks involving applied science provide excitement and

innovation for the student. Moore [11] explains that

Musical Instrument Digital Interface (MIDI)

technology allows learners to create, edit and

recreate music compositions, making the job more

personal. Divergent thinking is rooted in such tasks.

The creative potential of the learner is clearly

unlimited with such technology available at school.

iii. Music and Language Learning

Language acquisition has a profound relationship

with music in that they can both develop and support

each other. Research cited reveals a positive

interdependence when music is used with much

reflection and planning in the linguistic communication classroom.

"Melodic recognition, contour processing, timbre

discrimination, rhythm, tonality, prediction, and

perception of the sight, sound, and form of symbols

in context are required in both music and linguistic communication"

Stansell [18]. The obvious implication at present lies with

the language instructor, and linguistic researcher, to

find methodologies that can be practically applied in

the classroom, ways that would make the learning of

language more effective. Traditional language

education methods take to be reviewed, and music

introduced as one means of further enhancing

learning. Fluency would be the outcome of merged

methods of instruction and 50earning, together with

motivated learners, improved vocabulary

development, utilize of vocabulary in context and

communicative confidence, as evidenced by the example

study cited. At that place was positive impact on the four

cardinal language learning areas: listening, reading,

writing and speaking.

"Researchers over the last 20 years take

made astounding advances in the theory of linguistic communication

acquisition. Many find the pedagogical conjoining of

linguistic communication and music compelling" Stansell [18]. When

the case study learners colloquially talked of their

learning having a vibe, they expressed what Stansell

[18] more academically stated: "The universal

element of music can make the artificial classroom

environs into a 'real' experience and make new

information geaningful, bringing interest and order

to a classroom."

Moticoe [13] wrote the newspaper headline:

Music that speaks where linguistic communication fails. The article

which followed spoke of the musical journey of a

group of musicians called Ntjapedi . They were

alluring much interest with their new style of

music, singing in Sesotho and combining jazz, poetry

and soul to create a sound that transcended language

and cultural barriers. Their listeners came from

various language groups in SA, proving that music

speaks and acts across all boundaries.

Every bit educators, how can one define the

relationship betwixt language learning and music?

Oats and Grayson [15] write of linguistic communication acquisition

being rooted in phonology, morphology, syntax and

semantics. Connections in the conquering process

can be seen equally follows:

Levels of Language Learning

one. Phonology: consists of symbols that

represent the sounds of language.

2. Morphology: form of words establishes

meaning and grammatical role.

three. Syntax: club of words constitutes judgement

germination.

4. Semantics: vocabulary creates significant and

understanding.

If music can be seen as a language as well, then

parallels can exist drawn between the conquering

processes applicative in linguistic communication learning and music

learning.

Literacy Information and Computer Educational activity Journal (LICEJ), Special Result, Volume 2, Issue 1, 2013

Another written report conducted by Horn [6] also

confirms that music is a form of language, using

tones, pitch, timbre and rhythm every bit a universal

linguistic communication. Both language and music are

'chatty modes, aurally and orally

transmitted, containing phonetic, syntactic, and

semantic components, develop early on in life and are

socially interactive media.' Horn [6] adds that music

enriches one's vocabulary and teaches articulation

and pronunciation. She notes that music plays a vital

role in the teaching of English language as a second language,

emphasising that to be 'able to learn, empathise and

experience music and language, the learner should

have well-developed listening skills.' Developing the

power to listen enables learners to learn the bones

skills of language: listening, speaking, reading and

writing. Horn [half-dozen] suggests that music should exist used

to encourage learners to heed in a mentally active

and analytical way, adding that 'In learning the

linguistic communication of music, just equally in learning whatsoever language,

learners need to heed to the language and its audio

patterns before they are able to employ it.' Clearly,

listening ability is basic to the teaching and learning

of reading and comprehension, being therefore a

primal component of language conquering, education

and social development. In linguistic communication learning,

studies reveal a correlation between the teaching of

music and reading. "Both use a symbol structure that

can be decoded into sounds that take meaning.

Visual and auditory discrimination are required in

both subjects and are oriented to a left-to -right

framework" Eady and Wilson [4]. The similarities

occurring in the learning procedure, during the

acquisition of both language and music skills, reveal

remarkable benefits especially to an English 2nd

Language (ESL) learner. Most of the learners in this

SA case study were ESL learners.

Reading music is another grade of literacy. The

teaching methods may be similar, only because more than

enjoyment comes from music, the learner is

motivated to progress on to other forms of literacy.

Supporting this argument is Cohen-Taylor [2], who

established that when master schoolhouse learners westere

given contemporary song lyrics to read, they

thereafter reacted positively to other printed material.

Their lack of motivation was cleaved by the

introduction of contemporary music that they

recognised. He points out that reading skills can be

more effectively taught through vocal lyrics.

Note should exist taken of a study by Murray [14],

who actively teachesouth French usin1000 vocal lyrics. Her

point is that nearly people spend almost 50% of their

time listening, a critical skill in second language

acquisition. Listening formed a vital part of the case

study, and expanded into assessment of

advice and language performance for each

learner. Such evaluation included the meaning of central

words, why the vocalizer chose to use them, their

application in poetic forms and the idiomatic turn of

phrase applied. Likeastward in the case study, Murray [14]

analysed songs as poems, thus expanding the

educatee's grammer and vocabulary, developing skills

needed for learning the target linguistic communication in greater

depth. Pronunciation was also improved, because her

students listened to the beat, rhythm, flow or accent

that was used. Students were besides able to study the

differences between the oral and written forms of the

target language.

Learning a language through lyrics in the target

language will motivate students because they define

who they are through their ain culture, and through

the music that they bask. Through music equally a

education methodology, students are further due eastxposed

to foreign language and culture, making the learning

experience far more than integrated than perceived.

Language acquisition evolves into culture and

communication acquisition.

Mora [12] believes that music and language

should be oftentimes used in the teaching of English as a

Foreign Linguistic communication. Song introduces the repetitiodue north of

words and phrases, and such repetition enables the

brain to remember learned content. She points out

that repetition in Russian is idiomatically referred to

as mat' ucheniya, the mother of learning. Mora [12]

constitute that repetition through song worked: "The

musicality of speech has an effect not only on the

pronunciation skills of EFL students simply also on their

unabridged language acquisition process." This ensures

that in addition to attending class, completing tasks

and speaking out loud, the vocal enables rehearsal of

language that has been learned. Studies by Schunk

[16] support this conclusion: children who heard an

intervention text sung had a significantly higher

vocabulary gain over children who only heard it

spoken. They averaged 6.v words learned, over the

text group's two.five words. Clearly, song and music are

effective language teaching methodologies. Medina

[nine] further encourages vocabulary development

through oral stories, just plant that learning was

enhanced when songs were used as a medium for the

story. ESL educators should consider using song

more than often, and more consistently, in the classroom.

Eady and Wilson [4] suggest the post-obit

methods to teach reading and language skills:

 activities using word cards featuring favourite

words of songs;

 forming new sentences from words in favourite

songs;

 guessing outset lines of songs, with the instructor

giving give-and-take configuration clues, and

 creating crossword puzzles in which the entriedue south

are words in song titles.

Literacy Information and Estimator Education Journal (LICEJ), Special Outcome, Volume 2, Issue 1, 2013

It is common knowledge that African peoples

have a natural sense of rhythm. For the Thenuth

African ESFifty educator, this force should exist

exploited and developed into a teaching tool that

supports the learning of language. Horn [vi]

recommends:

 classroom activities that apply music as a

complementary method considering information technology makes full

use of visual, auditory, movement and tactile

senses;

 songs used should be brusk, rhythmic, simple

and with a catchy tune;

 schools having music-educated teachers, music

venues and suitable instruments and equipment,

 well organised music programmes that support

teachers;

 the integration of music into all aspects of the

curriculum;

 mother-natural language instruction at pre-school to form

the basis of afterward learning;

 that parents be encouraged to improvise

music/sound related activities with their

children, for example, family singing, listening

to music and doing household chores to music,

and

 that parents be involved in their child's taste in

radio and television to guide the kind of music

and linguistic communication that influences their listening and

speaking.

Monitoring Academic Progress of students

(MAP) was a project where thirty primary school

learners attended workshops on music, poetry and

reading selections with the aim of improving their

self-concept and reading air-conditioninghievement. They worked

together in writing and song lyrics. Songs and reading

passages chosen encouraged learners to retrieve of

themselves and others in a positive fashion; they

wrote their ain poetry and presented this in readings

and on posters. Speaking and reading skills were

being learned. Concentration and memory were

tested through such exercises. The outcome

confirmed that reading and listening skills taught this

fashion were very effective, every bit recorded in Hadley and

Hadley [5].

Murray [14 ] aptly points out that songs "provide

the states with a window into a world that is not our own, a

world that we glimpse and remember thanks to the

power of music." Music is an integral part of our

lives today – it'south in our cars, homes, cell phones,

MP3s, shopping malls, radios, television

programmes. Students walk around campus with

earphones plugged on for the entire day – listening to

their personal music selections. This is an ideal

context for the language teacher, who should explore

as many ways as possible to formally integrate music

into the classroom. The teacher can expand on this

by including the understanding of culture through

music.

The literature cited justifies the use of song and

music in ESL teaching. Even so, the integration

should be on a regular, planned basis for optimum

effect. Assessment of language performance should

also include song and music where applicable.

Exponents of traditional text boom methods of

language teaching may consider this revolutionary,

but need to evaluate the hidden curriculum before

writing it off. Stansell [18] sums this upwards succinctly

when he states that the musical method means

having fun with language and letting words come up

easily; this identifies with communicative language

learning methodology, which includes social

interaction, small groups and peer discussion. Music

does bband relief from vocabulary tests and grammar

drills. Today, the use of song and music offers a

more natural and holistic manner of learning language.

Horn [half dozen] points out that singing songs, as was

done in the case study, provides practice in linguistic communication

usage and music. When spoken language and music are

combined to produce singing, both hemispheres of

the brain have to actively co-operate: left brain for

speech; right encephalon for music. Language seems thus

to have an underlying rhythmic principle, integrating

and harmonising speaking, listening, music, speech

patterns, pitch, beat out and timing. Her determination is

that since learners are taught through English equally their

medium of didactics, the problems they experience

in language conquering may be addressed through

the use of music as a teaching tool. Music may exist

used to develop the language competence of ESL

learners. Music and singing enables the speaking of

English in a more than relaxed and non-threatening

context. The use of song picture books allows the

learner to see, sing and learn the language. Music

allows for the learning of language structures and

words, thus improving conversational and social

communication skills.

When it comes to linguistic communication learning, music can

besides be used for group piece of work in reading exercises.

The introduction of jazz enables improvisation ideas

that chiliaday well affect on other aspects of language

learning. Vande Berg [nineteen] adds that jazz

improvisation permitted every child to actively

participate in a not-threatening context, since verbal

exercises are not southeen equally right or wrong. Exercises

can exist read to a steady beat in the classroom, with

pitch, rhythm and volume beingness contradistinct in jazz-like

ways. Language learning becomes thus an enjoyable

feel because the activity motivates the

student.

Curnow [iii] clarifies that a basic function of the

instructor is to encourage a student to utilize the skills

he/she has learned in a artistic manner. 1 manner

Literacy Information and Computer Education Journal (LICEJ), Special Issue, Volume ii, Result i, 2013

would be through studying song lyric improvisation.

If the teacher had to merge improvisation and

reading, there is every possibility that students can

'find new insights when transforming and

rearranging language to syncopated beats and sound

and composition projects. Various writers on

creativity contend that musical improvisation and

limerick should be every bit routine equally writing an

English composition…', as stated in Eady and

Wilson [4]. The goals would be integrated: to

encourage involvement in creative musical

arrangements; to develop self-evaluation skills and to

critically analyse one's work. Improvisation involves

creative thinking which is a dynamic mental procedure

that alternates betwixt divergent (imaginative) and

convergent (factual) thinking, Webster [21].

I prominent characteristic of the case study was

student interest in rap and hip hop formats of music.

Merina [x] confirms that poetry teaching is

stimulated by rap. Learners canorthward recite poetry

traditionally and ready the poeone thousand to rap beats. Rap

poetry excites learners because it is very similar to

what they have on their iPods, CDs, cell phones and

black berries. They savor this because they identify

with rap culture and communication. Nevertheless

educators may experience nearly rap and hip hop, they are

hither to stay. Since rap music is unifying an entire

generation of various cultures, it should be exploited

in the classrook every bit function of a multicultural approach

to education. Positive lyrics cadue north be improvised and

equanimous to a driving vanquish, to add interest in lessons

to be learned.

Students fence that learning English is vital for

their career success, as well beingness a status symbol of

their progress. Learners at urban schools prefer to

speak English language instead of their mother tongue. This

case study confirmed, to some extent, that despite

music providinthou motivation in the learning and

understanding of English, other factors also

contributed to general academic success. If early on

teaching and learning is not solid and supported, and so

this has a detrimental effect on further learning

through high schoolhouse and university. Due eastxperience as a

language teacher confirms that meaningful learning

is established but when new concepts are linked to

relevant anchorage points in one's cognitive

structure, and then understanding English is a prerequisite

if it is to be used as a medium of instruction. The

learner's cognitive development is thus directly

related to his/her language evolution.

4. Music and Motivation

Music inspires and soothes, and people who are

musically talented seem to accept an enhanced

bent in the learning of foreign languages. This is

based on an "advanced ability in perceiving,

processing, and closely reproducing emphasis" Stansell

[eighteen]. Both music and language are ways through

which humans communicate through sound and

gesture.

How students are motivated and how they

perform in schoolhouse has bones touch on on their self-

concept. Low self-esteem results from poor air-conditioningademic

results, drug problems, violence, pregnancy, criminal

behaviour, dysfunctional family background, HiV-

AIDS, xenophobia and poverty, amongst many other

factors. Research done by Viljoen and Mole [20]

confirm that behaviour problems can exist further

attributed to the stresses of 2nd linguistic communication learning.

Learners feel stressed past the increasing demands

being fabricated on them, and feel left out of the "master

stream." Assessment tasks are challenging and

grades earned depressing.

In the education context, it is critical that the

educator recognises the relationship between music,

motivation and learning. This case study provides

evidence that music actively motivated students to

believe in themselves, to take on seemingly difficult

learning tasks and to gain confidence. It became

clear that existence competent in i area and feeling

good about one's performance in this surface area, actually

helped learners to cope with weaknesses in other

areas. The premise is that if one is skilful at music,

this strength makes upwards for one's lack of sport,

language, academic or social skills. This case study

provides actual testify that music gives

academically unsuccessful students a place to

succeed. A positive musical self-concept thus makes

up for poor academic self-concept. Music then, is a

tool for motivation in learning. One thousandusic can exist

effectively used to achieve non-musical goals. The

Tanglewood Declaration of 1968 calls for music to

be placed at the core of the schoolhouse curriculum,

arguing that 'Music and other fine arts, largely

nonverbal in nature, reach shut to the social,

psychological and physiological roots of man in his

search for identity and self-realization' [1].

This case study involved students singing their

chosen songs, creating in a sense a choral music

experience. Hylton'south [seven ] investigation exposes the

relationship between choral singing and self-concept,

with students ratink the experience highly on the

post-obit statements:

one. to assistance me get to know myself better;

2. to experience more at ease, and

3. to help me to exist at peace with myself.

Students were able to mix more on a social level,

thus influencing their social self-concepts as well.

The instance study emphasised that music and singing as

integral parts of learning English as a 2nd

language cannot be ignored. Not only were students

Literacy Information and Calculator Education Periodical (LICEJ), Special Upshot, Volume 2, Outcome one, 2013

motivated, merely they actually enjoyed learning in a

relaxed, non-competitive learning state of affairs. The

singing enabled learners to discover language

structures and new words incidentally. They were

then able to use them in communicative contexts.

In conclusion, a positive attitude and

motivation are essential when learning a second

language. Experience of success is vital to the

learner's progress, providing the motivation for the

next stride. The educator's planning and vision has to

determine this, ensuring that the learner, equally an

individual and as a member of a group, is set a task

that is realistic, challenging and keeps him/her

involved to completion. Using vocal and music equally an

innovative didactics tool meets such requirements.

5. References

[1] Choate, R.A. 1968. Documentary report of the

Tanglewood Symposium. Reston, VA.1-4.

http://homepage.mac.com/wbauer/hpmused/archive/tangle

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Literacy Information and Estimator Education Journal (LICEJ), Special Issue, Volume ii, Consequence 1, 2013

... Considering when we talk and combine it with music, a song will exist created that makes the ii brains accept to piece of work together actively, where the left brain is for talking and the right encephalon is for music. Language also has a rhythmic principle that integrates and harmonizes music in the form of speech communication patterns, tones, beats, and timing (Israel, 2013). ...

... Considering language and music are the same as communication tools. According to (Israel, 2013) there are 4 of import points in obtaining the level of language learning, namely phonology, morphology, syntax, and semantics. The iv things are as follows: ...

... We tin also get these four things in music, but the difference is that there are tones and strains of music that make it more pleasant to hear (Israel, 2013) Music tin likewise do a person's vocabulary and also teach us nearly articulation and pronunciation making information technology easier for us to communicate and improvise and speak. agreement or reading the lyrics of the song nosotros are singing can make our reading skills more developed. ...

Muhammad Qusay
Yubasyrendra Akib
Muhammad Qusay Yubasyrendra Akib

Many people say that learning English language is hard, and listening tests often overwhelm participants because they cannot residual the rhythm of the dialogues and the fourth dimension it takes to understand the meaning of each dialogue. In fact, the key is simply one, namely learning to get used to the English. There are many means to try to understand English better, one of which is through music. Many people think that music is just an amusement art, but in fact not simply that, nosotros can besides get many other things through music, including learning English. This article volition explain why music can be an alternative medium for learning English.

... The learner benefits by enhancing key developmental goals such as self-esteem and creativity. Music inspires and soothes, and people who are musically talented seem to take an enhanced aptitude in the learning of foreign languages in addition, ( Hilda F Israel, 2013) clearly claims that music inspires and soothes, and people who are musically talented seem to take an enhanced aptitude in the learning of foreign languages. Notwithstanding, a student who have music competence, ones he listen to music, and so, he volition repeatedly easier. ...

Ranta Butarbutar
Casimirus Andy Fenanlampir

Inspiring phenomenal English songs have a neat contribution to develop, improve, and increase listening skills. This study aims to analyze the effect of inspiring phenomenal songs to develop students' listening skill. In doing information technology, this study used the descriptive qualitative as approach to go and process the data. Implementing research, information technology is done in iii stages, pre-listening, whilst-listening, and post-listening. The participants were students native Papua who study in boarding school. Totaling were 40 students. The result showed that inspiring phenomenal English songs can raise students' motivation, vocabulary, cerebral, linguistics, melancholia, and makes classroom's temper more comfy free of boredom. It is implied to be a reference media in developing students' interest in listening skills which are stating in boarding schools, in peculiarly.

... Students who learn English as a second language are inspired past the use of vocal in learning literature (Israel, 2013). Apart from songs, there are also various other types of edutainment activities which can stimulate student interest to learn a foreign language. ...

The study was conducted to place the furnishings of using song as a teaching aid for students studying foreign language at Universiti Putra Malaysia. Global language or foreign language is a compulsory course for students in Universiti Putra Malaysia. Students are required to learn this foreign language for two semesters, which is upward to level two. Should they progress to level three, they will be awarded a certificate. Every bit such, students volition definitely need to have high motivation for learning the foreign language. Hence this study is undertaken to learn whether the arroyo is suitable to guide and enhance student's learning capabilities. This research was conducted on 105 students who were selected at random as respondents and were given online questionnaires to consummate. The questionnaire was developed based on Dörnyei'south (1994) theory, which is course specific motivational components involving 4 constructs (interest; relevance; expectancy; satisfaction). The findings showed that students strongly agree that learning strange language using song has the post-obit event: (i) it does not make them bored, (two) the lyrics trigger their involvement to learn the foreign language, (iii) the apply of songs in learning helps to reinforce vocabulary, and (4) the students experience proud when they pronounce the words correctly.

... English songs are very mutual these days all over the earth, especially amidst teenagers (Tarrant, 2002) as teenagers seem to have a natural trend to listen to music, enjoy information technology and interact with it in a diversity of ways. In fact, such songs tin be looked at as a universal aspect of the English language which tin can assist learners of English language equally a foreign linguistic communication in improving a range of English language skills (Alherbi, 2015;Fras et al., 2015;Ilham, 2009;Israel, 2013;Keskin, 2011;Komur et al., 2005;Murray, 2005;Siskova, 2008). Almost everywhere ane goes, he/she hears contemporary English songs. ...

Hussein H. Zeidanin

The current study examines archetypal patterns and themes underlying contemporary Native American initiation fiction. Moccasins Don't Have High Heels and The Cherry Wars, both written by Le Anne Howe, are informed past the conventions of initiation fiction. The portrayal of characters with uncertain identities and feelings of alienation and solitude is a recurring theme in both works which are approached from the viewpoint of archetypal criticism. The inquiry claims, questions and aims are stated in the introduction, which likewise offers an overview of Native American literature, initiation fiction, and archetypal criticism. An archetypal reading of Howe'south stories is presented in the Discussion. Inquiry findings and analysis outcomes are stated in the Conclusion.

... English songs are very common these days all over the world, especially amidst teenagers (Tarrant, 2002) equally teenagers seem to take a natural tendency to mind to music, enjoy it and interact with information technology in a variety of ways. In fact, such songs can exist looked at every bit a universal attribute of the English language which tin can assist learners of English every bit a foreign language in improving a range of English language skills (Alherbi, 2015;Fras et al., 2015;Ilham, 2009;State of israel, 2013;Keskin, 2011;Komur et al., 2005;Murray, 2005;Siskova, 2008). Almost everywhere i goes, he/she hears contemporary English songs. ...

Omar Osman Jabak

The present study aimed to explore the part of English songs in Saudi students' self-learning of English equally a foreign language. The study employed one data collection tool which was an online questionnaire. The questionnaire was completed by 38 Saudi students at the Community College of Rex Saud University in the second semester of the bookish year 2020. The exam and analysis of the data showed that listening to English songs motivated the Saudi students to learn English language in a self-study mode, augmented their English vocabulary, improved their speaking skill and developed their spelling or writing skill to a considerable extent. It is, therefore, recommended that more big-scale quantitative or qualitative studies on the role of English songs in Saudi students' self-learning of English equally a foreign language exist conducted to confirm the findings of the present study, claiming them or yield new ones.

... Learners readily accept language pedagogy when songs get an integral role of 2d or strange language learning. They motivate learners to learn a language (Israel, 2013). Good, Russo & Sullivan (2015) compared vocabulary development amongst students taught through songs and speech communication-based methods. ...

Sharoon Sun

This report on using songs for grammar didactics is a pocket-sized part of my ongoing doctoral dissertation on teacher beliefs on language learning and educational activity. The written report was conducted on four urban English high school teachers in Bangalore. The teachers used songs as an accurate resource to teach grammar. The teachers reported that songs provided an ideal context for linguistic communication learning because the students learned language structures without explicit pedagogy, while also being able to utilize them in contexts outside the classroom. This newspaper describes in detail the process I used to teach phrasal verbs. Sharoon Sunny has an 1000.A. in Humanities with a "Studies in Literature" major from the University of Texas at Dallas, where she was a Robert Plant Armstrong Endowed Swain. She is currently working towards a PhD in ESL from the School of English Language Education at the English and Foreign Languages University, Hyderabad. Sharoon has been an English language teacher for more than fifteen years and has a keen interest in integrating inventiveness, writing and special needs. Her electric current enquiry interest explores innovative practices in ELT. She also writes songs for children.

... The first teacher pointed out that songs are used to teach Arabic vocabulary. Israel (2013) asserts that using songs and music can help foster a positive attitude in language learning. ...

Syeda Rabia Tahir
Nooreiny Maarof

The bilingual pedagogy of the Islamic studies subject is commonly practiced in well-nigh private and international schools worldwide. This subject is most often taught and learned in Standard arabic and one other language. In Islam, Arabic is the language of the normative sources, the Qur'an, and the Sunnah (prophetic tradition), and a big part of the classical tradition of Islamic didactics. A challenging problem for many students is express proficiency in Arabic and the other language used to teach the subject area. The common other linguistic communication used is often English. Some international schools advocate the bilingual teaching of Islamic studies using Arabic and English to accost this problem. This study investigates the attitudes and beliefs of the stakeholders (the schoolhouse master, Islamic studies subject teachers, students of Islamic studies subject, and their parents) towards the bilingual didactics of Islamic studies. A instance study approach has been adopted whereby a individual international Islamic school in Kuala Lumpur has been selected as the study site. The study comprises 2 phases: (1) A survey questionnaire distributed amidst the school main, the subject teachers, students of Islamic studies, and their parents, and (2) Interviews were conducted with the schoolhouse principal and teachers instruction Islamic studies subjects. The questionnaire's statistical data analysis and the content assay of the interview protocols contributed to the written report's findings. It revealed that all stakeholders had positive attitudes and beliefs towards the bilingual instruction of Islamic studies field of study. Hereafter enquiry can address and support language policies and practice on bilingual pedagogy for Islamic studies subject field.

Margarita Calderón López
Silvia Castillo
Diego Fuenzalida
Felipe Hasler

This article presents findings of a case written report on the implementation of the Indigenous Linguistic communication curriculum in primary school classrooms in Chile. In item, the article revolves around literacy practices used to teach the intercultural curriculum every bit implemented in eight schools from three different regions of Chile. The aims of this research were twofold: to identify the participants' perceptions about reading and writing in Mapuzugun and to analyze the pedagogical practices involving literacy in the classroom. Results show that literacy is non a cardinal aspect in beliefs of the traditional educators charged with teaching the intercultural curriculum, despite there existence a wide range of literacy practices displayed in the classrooms. We argue that literacy practices play a relevant role in the structure of hybrid social identities that bring together traditional school practices and a community'due south oral strategies.

Undeniably, pedagogy English listening is challenging. These challenges did not simply involve teaching proper pronunciation, articulation, accent, dialectal variation but besides the lack of modern listening devices and equip-ment. This qualitative research determined whether heeding to English language music and songs could improve the listening skills of the students. Using focus groups, the researchers obtained the information through in-depth inter-views amidst 16 musically inclined freshmen English major students. Findings revealed that the participants were not genre oriented; they listened to English language music and songs was a self-decision or influenced by peers; they bene-fitted from listening to English music and songs like making them emotionally stable, sharpening their mental and language abilities; they were able to keenly distinguish properly enunciated English language words; they became linguis-tically aware of dialectal variations; and they were able to differentiate hearing and listening to music. Moreover, they listened to English music and songs equally those were part and parcel of their lives. It implies that music and songs may be used in learning English in schools to facilitate psychological and linguistics faculties of tudents.

Carmen Fonseca-Mora

This article considers the value of relating music and language in the EFL classroom. From an ontological point of view, sounds are the roots of both music and speech communication. Our 'melodic approach' is based on the bear witness that musicality of spoken communication has an effect non only on the pronunciation skills of EFL students but also on their unabridged linguistic communication acquisition process. A number of suggestions are made to provide the teacher with a range of teaching devices.

Peter R. Webster

Creativity—its definition, evaluation, and identify in the curriculum—is often misunderstood. Peter R. Webster clarifies the event with a model for musical creativity that holds heady implications for music educators.

Brian Moore

The employ of applied science in an fine art form such as music has always been with us, says this author, who notes that the employ of computers and electronic tech nology is merely the next logical stride in developing the fine art of music.

John B. Hylton

The purpose of the present report was to investigate high school participants' views of the pregnant of high school choral singing experience. For the purposes of this study, meaning is divers as a psychological construct with cognitive and affective aspects, manifested overtly through behavior, reflecting an individual's evaluation and valuation of an experience. A further purpose was to determine the efficacy of a multidimensional conceptualization of the meaning construct. A Likert-type scale was developed and administered to 673 loftier school choral students in fourteen ensembles. Principal components gene analysis with oblique rotation yielded half dozen interpretable factors in the pregnant of high school choral singing experience. These dimensions were labeled achievement, spiritualistic, musical-creative, chatty, psychological, and integrative. The results of the present study appear to confirm the validity of a multidimensional conceptualization of the meaning construct.

Suzanne L. Medina

A study investigated the effectiveness of music and utilise of story illustrations on the English vocabulary acquisition of children. Subjects were 48 2d-graders of limited English language proficiency, divided into four groups. 1 group heard a story in its sung version, and some other heard the oral version just. A 3rd grouping heard the music and simultaneously viewed pictures of target vocabulary words. The fourth group heard the oral version and viewed the pictures. Results of pre- and posttests indicate no statistically significant differences betwixt groups having music and not having music, between having illustrations and not having them, or for the interaction of the 2 variables. However, descriptive differences were institute. Vocabulary gain scores were consistently higher for the groups in which either music or illustrations were used, and highest for the group in which both were used. Implications for the use of music in the second language classroom are discussed, and further research is recommended. A 40-item bibliography is included. (MSE)

Gail Cohen Taylor

Cites ERIC materials describing how music in the classroom tin can assist improve reading readiness, recall, and creative writing. (HTH)

Rita Seiler. Weisskoff

Thesis (Ph. D.)--University of Connecticut, 1981. Includes bibliographical references (leaves 97-104). Microfilm of typescript.

Heather Anne. Schunk

The purpose of this study was to determine the issue of singing paired with signing on receptive vocabulary skills of elementary English as a Second Language (ESL) students. 80 children attended linguistic communication sessions in one of the post-obit rehearsal conditions: sung text paired with signs, spoken text paired with signs, sung text, and a control group of spoken text only. Pretest and posttest information were analyzed to determine gains in receptive vocabulary identification. Results from this study betoken that all four groups fabricated meaning pretest to posttest gains. Children in the sung text paired with sign and the spoken text paired with sign weather, still, made significantly greater gains in vocabulary recognition than those in the control condition of spoken text only. These findings suggest the benefits of integrating signs into second language rehearsal to provide visual cues and to appoint students in meaningful physical participation. The condition yielding the highest hateful gain score was that in which signing was paired with singing, indicating there may exist advantages to using a combination of the 2 for linguistic communication acquisition.

English language second language learners: using music to enhance the listening abilities of course ones. Masters thesis. Unisa

C A Horn

Horn, C.A. 2007. English second language learners: using music to enhance the listening abilities of class ones. Masters thesis. Unisa. http://etd.unisa.ac.za/ETD- db/theses/available/etd09212007.133117/unrestricted/disse rtation.pdf.(accessed February 5, 2010).

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Provide a Scenario Where You Would Use Music to Teach Language Arts

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