Transcript TEMA 17 - Webnode

TEMA 17
LA CANCIÓN. TIPOLOGÍA DE CANCIONES.
TÉCNICAS DEL USO DE LA CANCIÓN PARA
EL APRENDIZAJE DEL IDIOMA.
CONTENT
 1. Introduction.
 2. The contributions of songs to the EFL class.
 3. Classification of songs.
 4. Use of songs in the FL teaching.
 5. Conlcusions.
SONGS
as a resource in the
EFL classroom
A WIDE VARIETY OF ORALLY TRANSMITTED
LITERATURE:
RHYMES, LIMERICKS, LULLABIES, RIDDLES,
TWISTERS, JAZZ CHANTS, RAPS…..
 THESE SATISFY TWO CRITERIA:
 They belong to popular poetry.
 They are all musical, containing rhythm or even verse.
The contributions of songs to the EFL
class.
 In continuation we will analyze the contributions of
songs to the EFL class.
 Psychological roots
 Pedagogical reasons
 Methodological reasons
Psychological roots
 Songs preceded and contributed to the development of
speech in Homo Sapiens.
o Musical bubbling produced by infants is extremely important in
the development of language in young children.
o “Adolescent motherese” (Murphey, 1992).
o Pervasive presence of music and song around us.
o Singing as egocentric language (Piaget): talking without
concern for an addressee.
o Singing (humming, involuntary repetition) as a manifestation of
Cnomsky’s LAD (Krashen). Songs activate the repetition
mechanism of the LAD.
o Songs are short, self-contained and relaxing texts.
Pedagogical and methodological
reasons to use songs
 Brewster, Ellis, Girard (2002):
 Variety of learning situations
 Enhance motivation
 Less formal teaching
 Hidden practice of a number of language aspects
 Listening skills, attention span and concentration are improved
 Students’ participation is encouraged
 Communication between students is increased
 Distance between teacher and pupils is reduced
 Areas of weakness can be revealed.
Songs as poetic vehicle an literary
creation
 Literature is not only written texts, but also the oral tradition that
includes rhymes, lullabies, traditional songs, saying, etc.
 Poetry has certain spontaneous presence among children due to its
short text and especially thanks to songs and games.
 Songs and games are the first way in which poetry is used by
children.
 Songs can be used to develop creativity in students




Gestures and movements
Additional materials
Dramatization
Verbal creativity
 Songs may develop imagination
 Changing the original song.
Classification of songs.
 Brewster (2002):
1.
ACTION SONGS



They were used before the TPR method.
Very popular because of their effectiveness as a teaching tool.
“Encoded kinesthetically as well as through the ears and eyes”
Murphey, 1992)

Hokey Pokey
Head, Shoulders, Knees and Toes
If You Are Happy and You Know It

http://www.dreamenglish.com/topicactionsongs


Classification of songs.
 2. TRADITIONAL SONGS
• Belong to popular literature and constitute authentic material for the
classroom: proverbs, tongue twisters, riddles, nursery rhymes, lullabies,
etc,
• Provide a good excuse to create an awareness of different cultural
references.
• London Bridge
• Kumbaya
• Wheels OnThe Bus
• This Old Man
• The Muffin Man
• My Darling Clementine
• My Bonnie
Classification of songs.
 3.
POP SONGS
 Elder students may find traditional songs a bit childish.
 Pop songs is good choice then.
 Many pop songs bring grammatical and vocabulary difficulties,
so it is teacher’s job to choose a song that suits the needs and the
level of students.
 Murphy’s (1992): divided songs into grammatical categories
 Yesterday - The Past Simple Tense
 Blowing in the Wind – Modals
 SONGS FOR TEACHING GRAMMAR
 http://www.tefltunes.com/grammarsongs.aspx
Classification of songs.
 SONGS FOR TEACHERS
 http://www.songsforteaching.com/esleflesol.htm
 TEACHING WITH SONGS
 http://www.isabelperez.com/songs.htm
 ESL LOUNGS: SONGS FOR TEACHING ENGLISH
 http://www.esl-lounge.com/songsab.php
Songs in foreign language teaching
 SOME USEFUL TECHNIQUES TO USE SONGS AND MUSIC IN
THE CLASS:













ACTION
DRAWING
BLANKS
MULTILE CHOICE
SPOT THE DIFFERENCES
STRIPS OF PAPER
PARAGRAPH RE-ARRANGING
SENTENCE HALVES
HOW MANY TIMES?
SPECULATION
READING
BACKGROUND MUSIC
MUSICAL EXERCISES
Songs in foreign language teaching
 WE ARE YOUNG
 http://www.isabelperez.com/songs/weareyoung.htm
 COUNTING STARS
 http://www.isabelperez.com/songs/countingstars.htm
Songs in foreign language teaching
 HOW TO MAXIMIZE THE USE OF SONGS:
 Before presenting a song, challenge children to guess
vocabulary they might find.
 Ask pair or small groups to exchange ideas and discuss their
answers.
 Encourage singing.
 Avoid playing songs just as time fillers.
 Use good quality recordings.
Songs in foreign language teaching
 PARTICULAR LINGUISTIC ASPECTS WHEN USING SONGS
 PRONUNCIATION
 VOCABULARY
 CULTURE
Songs in foreign language teaching
 PRONUNCIATION:
 Brewster (2002): individual sounds and sounds in connected
speech, including stress, rhythm and intonation.
 Segmental features: some individual sounds through animal noises
(Old MacDonald)
 Suprasegmental features: stress, rhythm and intonation. English as a
stress-timed language: clapping.
 Jazz Chants
 http://jazzchants.net/home
Songs in foreign language teaching
 VOCABULARY:
 Songs make language memorable.
 Songs can be used as a starting point for a discussion or debate on the
topic they suggest.
 http://www.tefltunes.com/themesongs.aspx
 Songs about beauty
 Bob Dylan / Ugliest Girl In TheWorld (lyrics)
Christina Aguilera / Beautiful (lyrics)
Right Said Fred / I'm Too Sexy (lyrics)
Sugababes / Ugly (lyrics)
 Songs about fashion
 Paolo Nutini / New Shoes (lyrics)
The Kinks / Dedicated Follower Of Fashion (lyrics)
Songs in foreign language teaching
 Songs can be a good way to encourage team work and
collaboration.
 Songs are good to stress conscious memory work:
 Cumulative songs (Old MacDonald, Twelve Days of Christmas)
 Counting songs (10 little indians, 5 fat sausages , 5 little monkeys jumping
on the bed)
 Action songs (TPR approach or role-play activities)
Songs in foreign language teaching
 ROLE PLAY
 THE WEELS ON THE BUS
 After the song is great time to “play bus”. Set up rows of chairs like the inside
of a bus. Make a bus stop by putting some tape or rope down on the ground.
Give each of the children several “coins” (colored chips work great, marbles
will do… or use real coins). Make a small box into the fare collection box.
 The teacher or parent can put on a bus driver’s cap and use a tambourine as a
steering wheel. “Open” the bus door and invite the children on. Ask, “Where
are you going?” Elicit responses like “To the park/to the pool/to the zoo/to
the library/etc. Say, “Two coins, please.” and help the children pay. After all
the kids have boarded, start “driving.” Sing The Wheels on the Bus together.
Turn left and turn right, having the kids lean with you as you turn. Call out
the stops. “Next stop…the park!” “Next stop…the zoo!”
 Kids LOVE this role-play. Let them take turns being the driver too!
Songs in foreign language teaching
 3. CULTURE
 Teach students about the countries where English is spoken.
 Songs should contain:
 References to history, culture or geography
 Yankee Doodle
 The Piligrims Sailed far across the Sea
 My Bonnie
 Molly Malone
 Melodies to be sang on festivals and celebrations
 Habitual native children’s customs, games or routines.
 London Bridge
 Mother Goose
 Using Music to Teach Social Studies
 http://www.songsforteaching.com/socialstudiessongs.htm
TEACHING FOREIGN LANGUAGES THROUGH SONGS
BY KAREN M. LUDKE
https://www.academia.edu/978951/Teaching_foreign_langua
ges_through_songs_workbook_