| ESL teachers can use songs for teaching English | | | | uncanny way of 'sticking in your head', and in the |
| to their students with great success. ESL songs | | | | case of English learners, this is a wonderful thing. |
| can bring energy to the classroom, boost | | | | Obstacles to Using Songs for Teaching English |
| students' confidence, and provide a much needed | | | | Many English songs are far too fast paced and |
| active learning experience for younger students | | | | complex for use as a teaching tool. If the words |
| who may become easily bored or distracted. | | | | are spoken so fast that the children cannot |
| They are great for adding motivation and | | | | differentiate between them, it will take too many |
| excitement to your classroom routine! | | | | repetitions to try and decipher the lyrics, leading |
| Integrating Language through Songs | | | | to frustration and defeat. |
| Children hear whole sentences when they listen to | | | | In addition, the average English song has too |
| songs; this helps them learn and remember words | | | | many words to realistically learn, and the words |
| and phrases as they subconsciously pick up on | | | | will vary widely in difficulty. If the words are too |
| grammar and syntax. It leads them to naturally | | | | hard, you have the same problem as stated |
| use their new vocabulary in context instead of | | | | above - playing the song over and over while the |
| isolated syllables or words. | | | | students become restless and overwhelmed. |
| Repetition Through Songs | | | | One more obstacle is that many popular English |
| Songs that 'get stuck' in your students' heads lead | | | | songs contain content which could be inappropriate |
| to a constant cycle of learning - the more they | | | | for children or might be offensive to different |
| hear the song and think about it, the easier it will | | | | cultures. So how do you overcome these |
| be for them to learn all the words and their | | | | obstacles? |
| meanings. Songs are a great and exciting | | | | Choosing and Implementing Songs for Teaching |
| alternative to standard reading comprehension, as | | | | English |
| they allow the child to become actively involved. | | | | Finding the right songs to use in your classroom is |
| Better Classroom Management with ESL Songs | | | | critical. Ones with too many words, a melody that |
| English songs can also help calm an excitable or | | | | is too fast, or context that is difficult to |
| disruptive class - just put on the music and you | | | | understand will only confuse your students. This |
| will be amazed at how quickly children will settle | | | | will completely destroy any positive benefits |
| down. They can also bring new zest for life and | | | | songs could have and demoralize your students |
| confidence to a group of struggling and | | | | as they will fail rather than succeed. |
| overwhelmed students. Simply announce a singing | | | | What you really need is songs which have been |
| time, and see students light up with interest. | | | | tailor-made for teaching ESL. Save the run of the |
| Songs for Teaching English Cover all Learning | | | | mill English songs for background music while you |
| Styles | | | | do other activities or games, and pick something |
| Language is one of the most complex subject, | | | | repetitive with simple words and phrasing for |
| and English s one of the most complex languages. | | | | sing-along time. |
| Songs help teachers appeal to a wider array of | | | | You can begin teaching vocabulary with flashcards. |
| learning styles: | | | | This is a good approach for small children (3-4 |
| Auditory learners easily learn from songs - the | | | | year olds). Once they start to recognize the |
| rhythm and phrasing provide the perfect vehicle | | | | words, you can introduce the key grammar and |
| for teaching vocabulary and pronunciation, as well | | | | begin using the new vocabulary in the context of |
| as delivering the words in context. | | | | sentences and/ or phrases. |
| Kinesthetic and tactile learners can benefit from | | | | Move on to playing listening games to practice the |
| actions added to the songs; work with the | | | | vocabulary. Even if your students may not |
| melody, rhythm and lyrics to provide actions that | | | | understand all of the words at this point, previews |
| will help these students absorb knowledge in a | | | | like this will gradually move them from simply |
| way that makes the most sense to them. | | | | 'hearing' to actively 'listening' and will help when the |
| Visual learners can be aided by story pictures or | | | | time comes to listen to the song attentively for |
| vocabulary flashcards relating to the song, as well | | | | the first time. |
| as by watching the other students and joining in | | | | Use language games to help you focus the |
| on the actions that match the different words. | | | | children's attention on particular words. They can |
| Songs Build Confidence and Make Learning Fun | | | | run and jump on a flashcard of a noun when they |
| ESL songs give children the chance to learn at | | | | hear it in the song, or clap whenever they hear a |
| their own pace within the group - instead of being | | | | word out of a group of words which have been |
| singled out, they can listen and participate at their | | | | pinned to the wall. |
| own speed, joining in when they can and learning | | | | Take it slow when using songs for teaching |
| from the group around them. They can feel | | | | English, especially with younger and less |
| comfortable since everyone else is also | | | | experienced students. Play the song two or three |
| concentrating on the lesson, and will slowly build up | | | | times then shelve it until the next lesson. Break |
| the courage to add new words to their | | | | the song down line by line or phrase by phrase |
| vocabulary and work on their pronunciation | | | | until you fin the level your students are |
| naturally. | | | | comfortable at, then gradually build on each line |
| The fact that songs are fun means that your | | | | until you have an entire verse learned, then the |
| students will be motivated to work harder in | | | | whole song. This may take several lessons. |
| anticipation of singing time. Singing is an energetic | | | | Make up actions to go with the words and |
| activity which will easily capture students' | | | | implement them into the song. Your pupils can be |
| attention, particularly if hand and body motions | | | | a valuable resource here - children's imaginations |
| are implemented. | | | | hold a wealth of inspiration! With primary students, |
| Songs can be great memory aids; the melody | | | | once the song has been learned it can be |
| and motions make it easier to remember the | | | | performed then set aside for occasional revisiting. |
| words, and the context provided aids in correct | | | | The lyrics can always be used later for spelling, |
| use of grammar and syntax. Songs have an | | | | reading and writing activities. |