Promoting English learning Through Music and Songs From Theory to Practice

1. Promoting English learningThrough Music and SongsFromTheory to Practice By: Mr.Ahmed Bakouch ELT Teacher – Smara- Morocco Email: bakouchahmed@yahoo.com

2. CONTENTS Introduction I.The Theoretical Side 1. Theories that support the use of music and songs in EFL classroom. 1.1 Krashen’s Affective Filter Hypothesis 1.2 Multiple Intelligences 1.3 Suggestopedia 2. Reasons for using music and songs in EFL classroom. 3. Criteria for selecting music and songs. II. The Practical Side 1.Technique & ideas for using music & songs in EFL classes 2. Using music & songs in teaching: 2.2 Examples of experimented lesson plans & songs for teacher’s use. Conclusion Discussion: Comments & Questions

3.  How long have you been teaching English?  Do you use music and songs in teaching English ? ( Yes / No) ( if no state at least 2 reasons)  How often do you use songs in teaching English in a schoolyear ?  For whatpurposes do you use music and songs in teaching ?  What’syour attitude towardsusing music & songs in teaching English ?

4. Activity 1: Activity: Listen, Visualise & Draw. Music: Vivaldi ( the Four Seasons) Materials: Blank paper / colored pens/ pencils Time: 5-10 minutes / one lesson Step 1: Ss are asked to relax, sit back, close their eyes.T turns on the music.Ss are given prompt to visualise a picture in their mind:Where are you ? Are you alone ? What are you doing ? How do you feel ? Step 2: Music is still playing.Ss open their eyes & draw the picture they’ve visualised. Step 3: (Pair Work) Ss share what they have visualised. Step 4: Whole class feedback

5. I.The Theoretical Side 1.Theories that support the use of songs in EFL classroom

6. Task 1: Pair work followed by discussion. Match the following quotes with their underlying approach

7. 1. ‘’The effective teacher is someone who can provide input and help make it comprehensible in low anxiety situation’’ 2. ’’Schools should offer individual-centered education with curriculum tailored to the needs of each child. This includes working to help students develop the intelligences they are Weaker’’ 3.‘’a component of language fluency wich invlove both knowing what to say and producing language rapidly without pauses.’’ a.Automaticity ( Gatbonton & Segalowitze) b.The Affective Filter Hypothesis (S.D.Krashen) c.Multiple Intelligence ( Howard Gardner)

8. Task II: Group work followed by reports & discussion. Discuss the characteristics of the following language teaching approaches and their underlying principles ( one approach per group) 1. The Affective Filter Hypothesis (Group 1) 2. Multiple Intelligences (Group 2) 3. Suggestopedia(Group 3)

9. 1. The Affective Filter Hypothesis • It’s one of the 5 hypotheses of 2nd Lge acquistion advanced by S.D Krashen. • ‘’ a mental block, caused by negative affective factors ( anxiety, nervousness, self-doubt, boredom…) that prevents input from reaching the LAD’’ ( Krashen, 85) • For optimum learning to occur, the affective filter must be weak; i.e, a positive attitude towards learning is present.

10. 2. Multiple Intelligences • MI was proposed by Howard Gardner( 1983). • There exist 8 distinct intelligences ascribed to human beings ( linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist). • All humans are born to excel in all of these areas but their ability to actualise these is largely dependent upon the influence of culture, motivation level and experience. • Most individuals tend to excel in one or two of these areas.

11. 3. Suggestopedia • This superlearning developed by Georgi Lozanov in 70s. • Suggestopedia: suggestion + pedagogy • Relaxed status of mind for maximum retention of materials( vocabulary and lge structures) • Ss learn a foreign lge at accelerated pace for every day communication by desuggesting negative feelings & psychological barriers ( through the use of soft music & relaxed atmosphere)

12. Implications for Education:Whatimplications can TEFLers draw from the above three discussed approaches? • Provide low anxiety environment • Spark interest • Bloster the learner’s self-esteem. • Tap a wide variety of intelligences • Incorporate a variety of strategies to reach all Ss. Music & songs are invaluable tools to achieve all these: • they can evoke positive emotions/ attitude. • they help the learner acquire lge in a relaxed way • they increases motivationcontinue next page

13. They are a real source of authentic and natural English. • They are easily obtainable & memorised • They bring variety and fun to the classroom and make learning enjoyable. • They can be used to discuss a variety of issues. • Tey can be used to teach the four skills. Ss can boost their grammar and vocabulary repertoire with useful phrases,idioms…etc. ‘’ … practically all grammar points can be found in music tests’’(Falioni 1993). ‘’ …any thing you can do with a text you can do with a song’’ ( Tim Murphey 1992).

14. What should an EFL teacher take into account while using music & songs? List some criteria.

15. The student’s level • The student’s interest • The types of music and songs  clear & understandable lyrics  profanity & explicit references should be avoided  too fast-pased music should be avoided • The purpose • The availability of the materials

16. How can music and songs be exploited in the EFL classroom? • Jot down some techniques and ideas for using music and songs in the EFL classroom.

17. Cloze / filling in blanks • Multiple choice activity • Order the lines ( scrambled lyrics) • Spot the mistake / identify the wrong words • Write the next verse • Translation • Spot the type of music / musical instruments • Circle the antonyms / synonyms • Complete a mind map • Discuss attitude / feelings • Sing!