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Using Songs in the ESL ClassroomAs a teacher, I have always searched for fun, interactive ways to reach students for purposes of motivation, participation, and of course, retention. I?ve found that one of the best ways to reach students is to present information using music, representing knowledge or terminology in a song, or simply using a song to introduce new terminology or ideas. It is my belief that all humans enjoy music to some extent, at least better than the ominous droning of the stereotypical educator during a lesson. Therefore, it is my understanding that using music to inspire, motivate, teach and retain in an English Language Learning classroom should be effective. According to my research, songs can work "exceedingly well in the foreign language classroom." We know that the impersonal, vague tones of textbooks fail to reach students, especially at a younger age. Though some may offer crude or inappropriate language, songs present a wide range of contemporary, conversational vocabulary and useful idioms and expressions, all at a time length that is manageable for an educator and concise enough for the students during the course of a lesson. Perhaps one of the most obvious reasons for using songs in the ESL classroom is the ease of obtaining them. Songs are readily found through hard copies such as CD's, records, tapes, and DVD's, but more importantly electronically via the internet, iPod, radio, or other various mp3 devices. This makes the song a reliable resource for easy planning, pre-screening of song materials, and abundance as necessary according to the size of the class or activity being taught. Furthermore, with the usage of both the internet and a projector, a teacher can connect songs visually with the application of YouTube, or other video streaming websites, which enhances the effectiveness of using music in the classroom even more. Songs are unique in each and every way, like a student. This makes songs manageable for educators to tailor the needs of the individual student or group. Some songs present a simple melody that is attractive for retention activities. For example, students could catch on to the simple melody of "Three Blind Mice," so that the words could be replaced to incorporate any combination of words or phrases being studied. Also, songs tell a story or at least contain a message. Usually, this message or story will emulate some idea that can be applied to any culture, but that exposure to an English speaking culture will help students to acclimate through language. Music is world-based, not simply English based. This presents a unique approach to exposing students to different accents and cultures through music. Comparisons of usage can be shown through songs from different countries, showing students the merit of knowing the terms and phrases as a student of the world. Along this line of thought, songs are a vehicle for relating situations that are important to all cultures: pollution, rights, history, and famous periods or events. If you need further convincing of the usage of songs in an ESL classroom, I remind you that songs are a fun and offbeat change of pace in the classroom. The end result is a motivated, participating student exploring the world of English and retaining what is being taught. Isn't this our overall goal, as a teacher of English? Sources: http://www.eslbase.com/articles/songs http://www.isabelperez.com/songs.htm http://genkienglish.net/eslsongs.htm
