Songs + Techniques = Enhanced
Language Acquisition
This Document Appeared in
MEXTESOL Journal
Volume 24, Number 2
Fall 2000
Suzanne L. Medina, Ph.D.
School of
Education
Graduate Education Department
California
State University, Dominguez Hills
1000 East
Victoria Street
Carson, CA
90747
Fax: (310)
514-0396
E-Mail: info@forefrontpublishers.com
There are
various ways in which songs can be used to
enhance second language acquisition, yet some are
more effective than others. According to the
findings from an investigation on the effects of
music upon English vocabulary acquisition, the
combination of music and a pedagogically-sound
technique produce greater second language
acquisition than is possible when using music
alone (Medina, 1993). Unfortunately, few combine
music and pedagogy in this way when using songs
in the E.S.L. classroom. As a result, second
language learners may not be fully benefitting
from the potentially powerful effects which music
can have upon language acquisition. The purpose
of this session was to demonstrate several ESL-Music
activities which merge songs and pedagogically-sound
techniques, thereby supporting the language
acquisition process to the fullest extent.
Several activities including the following were
demonstrated during this session. These
activities come from an inventory of one-hundred
similar activities. Beneath the title of the
activity is a brief description of the activity
followed by its pedagogical purpose and step-by-step
instructions for the E.S.L. teacher. Activities
have been classified into one of three categories
depending upon the point at which they support
the language acquisition process: Before the song
is learned, while the song is presented for the
first time, or after it is learned. Depending
upon the amount of support required, teachers may
elect to engage students in one or more of each
of the three types of activities.
ESL-MUSIC ACTIVITIES
Section 1- Activities To Do Before the Song is
Learned
DANCE TO THE MUSIC
Description: Students dance to a song they will
learn later on.
Purpose: If students are presented with a song in
which both melody and the song lyrics are new,
students may suffer from cognitive overload.
Therefore, the intent of this activity is to
familiarize students with the new melody prior to
hearing the lyrics for the first time. A second
purpose is to allow "incidental learning"
to occur. Often acquisition takes place in the
absence of explicit instruction.
Steps:
a. Play music in the background while student
teams discuss ways in which the song can be
choreographed. Students should be encouraged to
practice their routines.
b. Have groups perform for the larger group. The
class will vote for the best choreography.
ANTICIPATION
Description: Students learn the meaning of song
vocabulary from one another in order to create a
skit in which all vocabulary are used.
Purpose: To learn the meaning of vocabulary words
which students will hear in the song. By doing
this, students will be able to comprehend the
significance of the song's lyrics when they
actually sing the song later on. Language
acquisition cannot occur unless the second
language is made comprehensible to the learner (Krashen,
1985).
Steps:
a. Make a short list of new vocabulary words
which are found in the song's lyrics.
b. Distribute a copy of this list to the students.
c. Have groups of three or four students create a
skit which incorporates the target vocabulary
words. Students are encouraged to learn the
meaning of these vocabulary by any and all means
(e.g., each other, dictionaries).
d. Ask student groups to perform their skits for
the class. Use as many props and costumes as
possible.
Section 2- Activities Performed While the Song is
Being Presented for the First Time
MUSICAL DRAMA
Description: While students hear the song for the
first time, they observe their teacher
(and/or aides) dramatize the song's lyrics.
Purpose: To make the meaning of the song's lyrics
clear to the learner. This activitywill make the
meaning of key vocabulary comprehensible to
learners, thereby supporting second language
acquisition.
Steps:
a. Gather props and costume items, realia, etc.
for actors. If these are not available, have
actors improvise by creating hand-drawn pictures
on the blackboard or using classroom objects. For
example, a lectern can function as a cash
register.
b. Have actors practice acting out the song
lyrics as the music is played. They do not need
to sing or "lip sync" the song lyrics,
only act them out.
c. Play the song for the class while the actors
perform it.
Section 3- Activities Performed After the Song
Has Been Presented
MUSICAL MINI-DIALOGUE MIXERS
Description: Students practice mini-dialogues
containing specific "patterns" and/or
"routines"* which the teacher has
extracted from the song's lyrics.
Purpose: It is not sufficient to simply sing the
routines and patterns which are found in the
song's lyrics. Learners must be able to "transfer"
this knowledge to new and different contexts.
This exercise allows learners the opportunity to
generate original utterances using song patterns
and routines in different contexts.
Steps:
a. Identify patterns and/or routines which are
found in the song lyrics. For each pattern/routine,
create a two-line mini-dialogue. For example, if
the target pattern is
"I would like for you to meet____." you
might write the following mini-dialogue:
George
Washington: I would like for you to meet
Martha.
Mickey Mouse: Nice to meet you, Martha.
Feel
free to be creative with your mini-dialogues.
b. Present one mini-dialogue at a time to the
class. As you write each line on the board,
go over its meaning. Have students repeat the
mini-dialogue lines a few times.
c. Model what they will do next. Perform one mini-dialogue
with one other student. Use face and hand
movements to dramatize as you speak. First you
will play the role of person X. Then after a few
rehearsals of the dialogue, you will switch roles
with the other person and assume the role of
person Y. Next, you and your partner will find
new partners and repeat the process.
d. Have students similarly practice the same mini-dialogues.
Have student pairs stand about the room, facing
each other as they would at a social gathering.
e. Have student pairs practice each two-line mini-dialogue
(preferably with actions) as you did previously.
Circulate about the room making certain that
students change partners several times.
Once each mini-dialogue has been well-rehearsed,
encourage students to vary their mini- dialogue
lines slightly. This will promote "transfer"
which is the primary purpose of this activity.
f. After there has been adequate practice of the
first mini-dialogue, stop the students and
introduce the next mini-dialogue in the same
manner that you did previously. Repeat steps b
through e for each mini-dialogue.
* Note: Patterns are open-ended sentence or
question constructions (e.g., I love to___.;
Where do you ___?) Routines are closed questions
or sentences which are frequently used by native
speakers (e.g., How are you today?; Excuse me.)
LIP SYNCING TALENT SHOW
Description: Students will "lip sync"
the song before a group of student judges.
Purpose: To provide additional opportunities for
students to practice saying target vocabulary,
routines and patterns which are embedded in the
song lyrics. Also, by listening to the song and
watching various groups communicate meaning,
student observers are given additional
opportunities to make the connection between
meaning and symbol.
This ultimately leads to language acquisition.
Steps:
a. Divide students into groups of fours.
b. Have teams practice lip syncing to the song.
Encourage them to synchronize their hand
movements much like the singing groups of the '50s
used to do. Gestures should communicate meaning
whenever possible.
c. Identify three students who will serve as
judges of the lip sync talent show.
d. Play the vocal version of the song so that
each team can perform for the class.
e. Ask the judges to announce the winner.
Recognize the winner of the talent show in some
way (e.g., a candy, applause).
References
Krashen,
S. (1985). The Input Hypothesis: Issues and
Implications. New York: Longman Group
Limited.
Medina, S. (1993). The effect of music on second
language vocabulary acquisition. FEES News (National
Network for Early Language Learning, 6 (3),
1-8.
Copyright ©
2000 Suzanne L. Medina. All rights reserved. No
part of these activities may be copied or
reproduced in any form or by any means,
photocopying or otherwise, without written
permission. Exception: Teachers may duplicate
these materials as long as the copyright symbol
and statement appear on all copies made. Fax: (310)
514-0396. E-Mail: info@forefrontpublishers.com.
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