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Using Music to Enhance Second Language Acquisition: From Theory to Practice.

Using Music to Enhance Second Language Acquisition: From Theory to Practice. SATEAL Conference University of Edinburgh 17 th March 2018 Silvia Fiddes Ortiz Perea EAL Aberdeenshire Council. Music and Second Language Acquisition. Introduction and Background Troubadours and minstrels

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Using Music to Enhance Second Language Acquisition: From Theory to Practice.

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  1. Using Music to Enhance Second Language Acquisition: From Theory to Practice. SATEAL Conference University of Edinburgh 17th March 2018 Silvia Fiddes Ortiz Perea EAL Aberdeenshire Council

  2. Music and Second Language Acquisition • Introduction and Background • Troubadours and minstrels • Chants/adverts • From an early age, music and songs in the form of nursery rhymes are encouraged by the Scottish Government in junction with the Scottish Book Trust, Bookbug program in local libraries • Jolly Phonics • Music Box and Abricabeats • Baker (2014) in his A Parent’s and Teacher’s Guide to Bilingualism states: • “Children singing nursery rhymes or acting out a folk tale are not only learning language, enjoying the drama and having fun, they are also picking up part of the culture allied to the language. The language is becoming anchored”

  3. Music and Second Language Acquisition: benefits and advantages • Songs enhance the receptive skills as well as the skills within the skills, traditionally listed as pronunciation, extent of vocabulary, correctness of grammar, the ability to convey exact meaning in different situations and variations in style Phonetics, History and culture • Learning the lyrics of a song helps you expand your vocabulary and teach you slang, typical phrases, grammar and idiomatic sentences among other things • Singing can actually help you to reduce your “foreign-sounding” accent and teach you about different accents making Phonetics easier • Music connects across cultures and generations plus it can break down barriers (Ice breaker in class/ blog) • Motivation is a pivotal factor when teaching a second language (Baker/Krashen)

  4. Music and Second Language Acquisition: benefits and advantages • Music activates certain regions in your brain which are involved in movement, planning, attention, learning and memory (dementia patients) • Music releases a chemical in your brain called dopamine, which improves your mood and reduces anxiety. It also induces pleasure, joy and motivation creating positive emotional experiences. • Another advantage of using music in your lessons is that you can take music with you anywhere and learn and practice it on the move thanks to your MP3 player/Ipad/ mobile phone/ internet access. • Using songs provide a valuable source of authentic language and there are hundreds of ways to exploit them in the classroom (Life performance by John Langan)

  5. HOW I CLASSIFY SONGS SO THAT THEY BECOME EFFECTIVE ENGLISH LANGUAGE LEARNING TOOLS+ ACTIVITIES

  6. Group 1: Songs and music that contains a lot of useful vocabulary, phrases and expressions. • “Technologic” by Daft Punk used to teach vocabulary about technology and computers. https://www.youtube.com/watch?v=YtdWHFwmd2o • “Hand In My Pocket” by Alanis Morrisette. Ideal to teach adjectives • https://www.youtube.com/watch?v=aTgrASzzUXU • “Friday I’m In Love” by The Cure, teaching days of the weeks and adjectives related to feelings. • https://www.youtube.com/watch?v=k5eKciJisnI • “Paint It Black” by The Rolling Stones (Dark semantic fields) • https://www.youtube.com/watch?v=O4irXQhgMqg&list=RDO4irXQhgMqg • “Once I Was” by Tim Buckley to teach “occupations” in a basic level or past simple expressions in a more advanced level. • https://www.youtube.com/watch?v=eNUdbgPBDqU

  7. Group 2: Songs and music which can teach grammar. • “Numb” by U2 teaching verbs and commands like “don’t”. And words which rhyme with “ape” • https://www.youtube.com/watch?v=-e1Rn1cItvc • “I Still Haven’t Found What I Am Looking For” by U2 to teach Present Perfect • https://www.youtube.com/watch?v=5vye_tNZYL8 • “My Girl” by The Temptations to teach School subjects and repetitive structures. • https://www.youtube.com/watch?v=6IUG-9jZD-g • “Yellow” by Coldplay to teach past simple • https://www.youtube.com/watch?v=yKNxeF4KMsY • “That I Would Be Good” by Alanis Morrisette. You can use this song to teach conditional tense and the “even if” as a subordinate conjunction. • https://www.youtube.com/watch?v=MMt3_p04XaQ

  8. Group 3: Songs and music which help the student get familiar with Phonetics and different accents/dialects. • Listening to songs will also allow you to focus on your pronunciation and understanding of the English language’s rhythm, tone and accents. • “Jock O' Braidislee” the Corries • https://www.youtube.com/watch?v=v15wEsHg3gY • “WhaWidnaFecht For Charlie” by The Corries (Jacobite Rebellion to teach Scots language and History) • https://www.youtube.com/watch?v=dXzDdDFfAA8&list=PLAEA7D750B5002C1F • “Auld Lang Syne” Original by Robert Burns * It can be used translating into English • https://www.youtube.com/watch?v=wPnhaGWBnys • I used this Elvis Presley song “In the Ghetto” sang by a Spanish gipsy called “El Principe Gitano” so that students could see how not to pronounce English and 1st language interference in phonemes occurs sometimes. • https://www.youtube.com/watch?v=QrTfYItDDwA vs “In the Ghetto” by Elvis • https://www.youtube.com/watch?v=2_lwq-T_Ltc

  9. Group 4 Music which teaches (English/American/Scottish/Irish) culture/politics • “Iron Sky” by Paolo Nutini (Scottish Referendum 2014) • https://www.youtube.com/watch?v=DMiAZfeVohI • “Sunday Bloody Sunday” by U2 (Bloody Sunday in Belfast) • https://www.youtube.com/watch?v=LQZLPV6xcHI • “Pride” by U2 (Martin Luther King) • https://www.youtube.com/watch?v=ByuyP1PNqKQ • “No Woman No Cry” by Bob Marley “No Woman, No Cry" is a reference to England’s prior control of Jamaica. “Woman" is a reference to the Queen of England. They used to protest in Trench Town all night long against England. A purely political song. • https://www.youtube.com/watch?v=mcTKcMzembk • “Born in the USA” by Bruce Springteen on the negative effect of Vietnam War and the treatment of American veterans on their arrival back home. • https://www.youtube.com/watch?v=OuJUq58VQXQ

  10. “American Pie” by Don Mclean American History and events: http://www.bbc.co.uk/news/magazine-32196117 • “Letters From America” by The Proclaimers (Scottish Immigration) • https://www.youtube.com/watch?v=ZwYxZNbbAaA • “Flower of Scotland” by The Corries (Scottish unofficial national anthem) • https://www.youtube.com/watch?v=RPaJhlIIYjM • “Auld Lang Syne” Original by Robert Burns * It can be used translating into English • https://www.youtube.com/watch?v=wPnhaGWBnys • “English Man in New York” by Sting to teach differences between American and British Culture • https://www.youtube.com/watch?v=reghyn9fmJQ

  11. “41 Shots”by Bruce Springteen • About the shooting of Amadou Diallo occurred on February 4, 1999, when Amadou Diallo, a 23-year-old immigrant from Guinea, was shot and killed by four New York City Police Department plain-clothed officers: Sean Carroll, Richard Murphy, Edward McMellon and Kenneth Boss. The officers fired a combined total of 41 shots, 19 of which struck Diallo, outside his apartment at 1157 Wheeler Avenue in the Sound view section of The Bronx. The four were part of the now-defunct Street Crimes Unit. All four officers were charged with second-degree murder and acquitted at trial in Albany, New York. • Diallo was unarmed at the time of the shooting, and a firestorm of controversy erupted subsequent to the event as the circumstances of the shooting prompted outrage both within and outside New York City. Issues such as police brutality, racial profiling, and contagious shooting were central to the ensuing controversy. • https://en.wikipedia.org/wiki/Shooting_of_Amadou_Diallo • https://www.youtube.com/watch?v=aQMqWAiWPMs • This song can be used to open a debate upon issues such as police brutality, racial profiling, and possession of arms in USA.

  12. Group 5 Songs that teach about Literature/ Literary figures. • “Ironic” by Alanis Morrisette to teach irony/similes • https://www.youtube.com/watch?v=Nm-1xvWibt0 • “The Lady of Shallot” original poem by Poem by Alfred Lord Tennyson sang by LoreenaMckennitt • https://www.youtube.com/watch?v=80-kp6RDl94 • “Greensleeves” by LoreenaMckennit • https://www.youtube.com/watch?v=N4rvcZMY37I • In Shakespeare's The Merry Wives of Windsor (written c.1597; first published in 1602), the character Mistress Ford refers twice to "the tune of 'Greensleeves'", and Falstaff later exclaims: • Let the sky rain potatoes! Let it thunder to the tune of 'Greensleeves'!

  13. “Romeo and Juliet” by Dire Straits. • https://www.youtube.com/watch?v=mxfjSnMN88U • "Exit Music (For a Film)" by Radiohead is based on Shakespeare's Romeo & Juliet. • https://www.youtube.com/watch?v=zzhepWIImj4 • “1984” by David Bowie in reference to George Orwell • https://www.youtube.com/watch?v=aSv3KCOuJGc • "The Ghost of Tom Joad" by Bruce Springsteen is about The Grapes of Wrath by John Steinbeck. • https://www.youtube.com/watch?v=B-c6GphpAeY • “A Pict Song”Lyrics by Rudyard Kipling, song by Billy Bragg. • https://www.youtube.com/watch?v=cyuCjwyj1Hk

  14. Group 6 Songs that can be found in different languages • “Chiquitita” https://www.youtube.com/watch?v=p4QqMKe3rwY • https://www.youtube.com/watch?v=UAdQj_fPqAg • and “Fernando” by Abba in English and Spanish • https://www.youtube.com/watch?v=Xv_-6XQyIq0 • https://www.youtube.com/watch?v=RbJlGHvuPO8 • “Fisherman’s Blues” by the Waterboys • https://www.youtube.com/watch?v=DxtpRXGpWmw • and “El Blues del Pescador” by CeltasCortos. • https://www.youtube.com/watch?v=F0L50iVYjqI • “Caravane” Raphael Haroche in French and in Spanish • English subtitles: https://www.youtube.com/watch?v=hNSkiqhnL2M • https://www.youtube.com/watch?v=P7aftTWTAwg

  15. Group 7 Songs narrating a story. (YouTube videos description and comprehension questions) • “Runaway Train” by Soul Asylum • https://www.youtube.com/watch?v=Zf8n0rc1JHc • “Nothing Compares to You” by Sinead O’ Connor. • https://www.youtube.com/watch?v=zJEIJAPMPvI&list=RDzJEIJAPMPvI • “Fast Car” by Tracy Chapman • https://www.youtube.com/watch?v=uPoH6p2lTXs • “No Love Today” by Chris Smither (also could be used for American English) • https://www.youtube.com/watch?v=lKlF-JYsYNg • “John Taylor’s Month Away” by King Creosote • https://www.youtube.com/watch?v=NqRF6UkW4iM

  16. Group 8 Miscellaneous: Songs that are emotional for you or bring you to a time in your life you want to remember. • “Unchained Melody” by the Righteous Brothers brings me to my teenager’s years. • https://www.youtube.com/watch?v=qiiyq2xrSI0 • “Creep” by Radiohead brings me to my University local club when I studied at Nottingham University. • https://www.youtube.com/watch?v=XFkzRNyygfk • “With or Without you” by U2 My first ever song I learnt in English • https://www.youtube.com/watch?v=EzeDqRhM09w

  17. Group 9 songs related to a season/ period of the year (Christmas songs/carols for example • Burns day Green Grow the Rashes by Band of Burns • https://www.youtube.com/watch?v=7Fn5n9nluEY • “Happy Christmas, War Is Over” by John Lennon • https://www.youtube.com/watch?v=oXaLu7bvke8 • “The Little Drummer Boy” By Boney M • https://www.youtube.com/watch?v=GU1QmT7hbLE • And in Spanish “El Tamborilero” by Raphael: https://www.youtube.com/watch?v=sIjRW60Fqyc • “Here Comes The Sun” by The Beatles. • https://www.youtube.com/watch?v=xfMWJi4req4

  18. Group 10 songs music and technology/apps/programs. • Using songs combined with apps or programs such as the “Widgit” to create visual representation using symbols which describe the lyrics. • This could be used for students with learning difficulties, very early stages of learning acquisition or “silent period”. • Check out this project done by Aspects in Aberdeenshire using the beginning of Abba’s “Take a Chance on Me” • https://www.youtube.com/watch?v=ogo2YaVsDE4&feature=youtu.be • http://www.widgit.com/symbols/widgit_symbols.htm:

  19. Students could also create their own video clips with “Windows Movie Maker” • https://www.youtube.com/watch?v=l_Efky-cotY • or an animation: • “Lemon Tree” by Fools Garden: • https://www.youtube.com/watch?v=XAFS43NKFag • https://www.youtube.com/watch?v=hhaeXCUfKJA

  20. Different activities • All these activities can be adapted to different levels from choosing basic words to more complex structures. • Bingo cards: • Selecting different items you want them to be focused upon to play bingo whilst listening to the song • Filling gaps: • The teacher selects the gaps of the items you are aiming to emphasise. • If the students have not much English I suggest you get “scaffolding” and vocabulary support to digest the lyrics giving the students a chart with words they need to locate in the song. • Title Guessing game: • Use brain storm once you give them the title… guessing game. What do you think is this song called… about? Write a story with the plot of the song. • Lip syncing talent show and Karaoke. • (Some YouTube videos offer this possibility when lyrics are displayed)

  21. Spot the mistakes • Comic strip • Songs that tell stories are great for students to make comic strips out of. You have to choose your song carefully and spend time looking at the lyrics with the students and making sure they have understood the main ideas. Lower levels may need guidance as to how to divide up the song into suitable chucks that can be represented pictorially • Create a movie maker video/animation • Creating word clouds with vocabulary https://www.wordclouds.com/ • http://www.freetech4teachers.com/2016/05/a-fun-tool-for-making-word-clouds-in.html#.V1wuXDUrLIU • Order the verses: With low levels this is a very simple activity. Chop up the lyrics of the song by verse and give a small group of students the jumbled verses. As they listen they put them in order. • Discussion: Certain songs lend themselves to discussions and you can use the song as a nice lead in to the topic and a way to pre-teach some of the vocabulary. • Translation: Although some teachers oppose all use of the mother tongue in the language classroom, some students really enjoy translating lyrics into their own language. If you do ask students to do this ensure the lyrics are worth translating! • Write the next verse: Higher levels can write a new verse to add to a song. Focus on the patterns and rhyme of the song as a group and then let students be creative. If they are successful, the new verses can be sung over the top of the original!

  22. References and bibliography • Allen, J., & Vallette, E. (1977). Classroom teaching of foreign languages and English as a second language. Chicago: University of Chicago Press. • Baker, C. (2007) Foundations of Bilingualism and Bilingual Education (4th Edition), Clevedon, Multilingual Matters. • Baker, C. (2014) A Parents’ and Teachers’ Guide to Bilingualism (4th Edition) Bristol, Multilingual Matters. • Baker, C. and Wright, W.E. (2017) Foundations of Bilingualism and Bilingual Education (6th Edition), Bristol, Multilingual Matters. • Bartle, G. (1962). Music in the language classroom. Canadian Modern Language Review, Fall, 11-14. • Caine, R. and Caine, G. (2011). Natural learning for a connected world: Education, technology and the human brain. New York, N.Y.: Teachers College Press. • Cummins, J. (2000) Language Power and Pedagogy, Clevedon, Multilingual Matters. • Dwayne. E ‘Why Use Music in English Language Learning? A Survey of the Literature” by English Language Teaching; Vol. 6, No. 2; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education. • Froehlich, J. (1985). Improving Aural Comprehension and Spelling through a Modified Cloze Procedure Using Songs and Poems. Die Unterrichtspraxis/Teaching German, 18(1), 49-54. http://dx.doi.org/10.2307/3529993 • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. • Gardner, H. (1998). Reflections on Multiple Intelligences: Myths and Messages. In A. Woolfolk (Ed.) Readings in Educational Psychology. Boston: Allyn & Bacon. • Gibbons, P. (1993) Learning to Learn in a Second Language. Portsmouth, NH: Heinemann • Harmer, J. (1998) How to Teach English. Addison Wesley Longman Limited

  23. Kanel, K. (2000). Songs in Language Teaching: Theory and Practice. Paper presented at The Proceedings of the JALT (Japan Association for Language Teaching) 25th Annual International Conference on Language Teaching & Learning and Educational Materials Expo, 69-75 • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press. • Development Krashen, S.D. & Terrell, T.D. (1983). The Natural Approach: Language Acquisition in the Classroom. London: Prentice Hall Europe. • Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73 (4), 440-464. • Learning and Teaching Scotland (2005) Learning in 2+ Languages. Education Scotland. • Leith, W. (1979). Advanced French Conversation through Popular Music. The French Review, 52(4), 537-551. • Lems, K. (2001). Using Music in the Adult ESL Classroom (1-4). Paper presented at National-Louis University. • Medina, S. (1990). The effects of music upon second language vocabulary acquisition. Paper presented at the TESOL conference. San Francisco, CA. ED352834. • Murphey, T. (1992). Music & Songs. Oxford University Press • Odlin, T. (1986). Another Look at Passage Correction Tests. TESOL Quarterly, 20(1), 123-130. • http://dx.doi.org/10.2307/3586394 • Orlova, N. (2003). Helping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation Classes. The Internet TESL Journal, IX(3). Retrieved 20.12.2012 from http://iteslj.org/Techniques/Orlova-Songs.html

  24. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, Heinle and Heinle. • Richards, J. (1969). Songs in Language Learning. TESOL Quarterly, 3(2), 161-174. http://dx.doi.org/10.2307/3586103 • Salcedo, C (2010) The Effects Of Songs In The Foreign Language Classroom On Text Recall, Delayed Text Recall And Involuntary Mental Rehearsal. Journal of College Teaching & Learning – Volume 7, Number 6, Southeastern Louisiana University, USA • Saricoban, A., & Metin, E. (2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal, VI (10). Retrieved 20.12.2012 from http://iteslj.org/Techniques/Saricoban-Songs.html • Segal, Beth, (2014) "Teaching English as a Second Language through Rap Music: A Curriculum for Secondary School Students" Master's Theses. Paper 104. • Shaw, A. (1970). How to make Songs for Language Drill. English Language Teaching, 24(1), 125-132. http://dx.doi.org/10.1093/elt/XXIV.2.125 • Sinclair, B. (1996). Learner autonomy and literature teaching. In Carter, C., & McRae, J. (eds.), Language, Literature and the Learner: Creative Classroom Practice (pp. 138-150). New York, Longman. • Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition 106(2), 975-983. http://dx.doi.org/10.1016/j.cognition.2007.03.005 • Schunk, H. (1999). The Effect of Singing Paired with Signing on Receptive Vocabulary Skills of Elementary ESL Students. Journal of Music Therapy, XXXVI(2), 110-124. • Techmeier, M. (1969). Music in the Teaching of French. The Modern Language Journal, 53(2), 96. http://dx.doi.org/10.1111/j.1540-4781.1969.tb04568.x • Using music to enhance second language acquisition: From theory to practice. This article appeared in Lalas, J. & Lee, S. (2002). Suzanne L. Medina, Ph.D. Language, Literacy, and Academic Development for English language Learners. Pearson Educational Publishing.

  25. Wong, P., & Perrachione, T. (2007). Learning pitch patterns in lexical identification by native English-speaking adults. Applied Psycholinguistics, 27, 565-585. http://dx.doi.org/10.1017/S0142716407070312 Wolfe, P. (2006). Brain-compatible learning: Fad or foundation? School Administrator, 63(11), 10. doi: 10.1016/j.cognition.2007.03.005 Interesting links: All lyrics are from www.azlyrics.com or www.metrolyrics.com http://www.scottishbooktrust.com/bookbug https://www.teachingenglish.org.uk/article/using-music-songs http://extension.uga.edu/publications/detail.cfm?number=C1053-06 http://blogs.scientificamerican.com/observations/the-science-of-earworms-or-why-you-cant-get-that-damn-song-out-of-your-head/ http://www.ncbi.nlm.nih.gov/pubmed/9090630 http://iafor.org/archives/journals/language-learning/4-Jane-K-Lartec-et-al.pdf The IAFOR Journal of Language Learning, Volume I - Issue I - Winter 2014

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