Didictics Report

TEACHING ENGLISH YOUNG LEARNERS THROUGH SONGS AND CHANTS


Music is frequently used by teachers to help young learners acquire a second language. This is not surprising since the literature abounds with the positive statements regarding the efficacy of music as a vehicle for first and second language acquisition. Music helps to acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening.

Music is advantageous also for other reasons. First, for most students, singing songs and listening to music are enjoyable experiences. The experience is so pleasurable that it is not uncommon young learners to “pester” their teacher so that they can sing again and again. Also, as young learners repeatedly sing songs, their confidence level rises. Furthermore, by engaging in a pleasurable experience, learners are relaxed and their inhibitions about acquiring a second language are lessened. Yet, while they are more relaxed, they are also more attentive than usual, and therefore, more receptive to learning. Through songs, young learners are exposed to “authentic” examples of the second language. Furthermore, target vocabulary, grammar, routines and patterns are modelled in context.

Music and rhythm are an essential part of language learning for young learners (6-10 years old). Children really enjoy learning and singing songs, and older learners find working with current or well-known pop songs motivating,

A chant is like a song without music, or a poem with a very marked rhythm. There are many different songs and chants from traditional ones to specially written material for young language learners. Traditional songs and chants often contain obscure or out-of-date language which may outweigh their usefulness, but they do have the advantage of being part English-speaking culture.

Some songs are good for singing, others for doing actions to the music, and the best ones are good for both! Teacher can use songs and chants to teach children the sounds and rhythm of English, to reinforce structures and vocabulary, or as Total Physical Response activities.

Teacher can use a song or a chant at any stage in a lesson: for example, at the beginning to mark the change from previous subject to English; in the middle of a lesson as a break from another, more concentrated activity; or at the end, to round a lesson off. Songs and chants can also help to create a sense of group identity.

Pop songs are usually best used in listening activities. Teacher need to select the song s/he uses with care and must ask these questions: "Is the language too difficult? Can you hear the words? Is the subject-matter suitable? " Older children (10-12 years old) enjoy working with popular songs so much that they are willing to tackle difficult language, and will often sing along when the song is played.

Teacher can also use songs as background music while the children are working quietly on another task - it is surprising how much they absorb unconsciously