Songs as the Vitamin C of ELT: Practical Tips on How to Use Them

Merve Elbirlik Tülek, Turkey

Merve Elbirlik Tülek is an EFL instructor at Özyeğin University. She holds an MA in Education Management and Supervision. She is interested in learning technologies, maximizing learner involvement and learner autonomy.
E-mail: Merve.Tulek@ozyegin.edu.tr

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Introduction
Background
Examples
Conclusions
References

Introduction

Songs compass important parts of our lives beginning from the first things we remember. Listening to songs makes us happy, relaxes us, energizes us, helps us to forget the problems and stress of the day which necessitates fostering their use in language teaching and our students’ language learning experience.

Background

Songs can also develop the four skill areas: reading, writing, listening and speaking. Eken (1996, p.46) states that songs can be used for:

• Presenting a topic, a language point, lexis, etc.
• Practicing a language point, lexis, etc.
• Focusing on common learner errors in a more direct way
• Encouraging extensive and intensive listening
• Stimulating discussion of attitudes and feelings
• Encouraging creativity and use of imagination
• Providing a relaxed classroom atmosphere
• Bringing variety and fun to learning

Lo and Li (1998) offer similar suggestions, writing that songs provide a break from classroom routine, and that learning English through songs develops a non-threatening classroom atmosphere in which the four language skills can be embellished. Furthermore, by means of Learning Technologies, we –the teachers- have the chance to access music, lyrics and video clips easily and fast. However, there are a couple of things to consider before using songs such as the concord of the songs with the topic being studied, whether the language is at a suitable level of difficulty, whether the students would like the song. Songs with a good story line make a good choice, apart from anything else because your students can then agree (and disagree) on what happened, and perhaps why it happened (and who was to blame).

There are a couple of practical tips for teachers to consider:

• Do a music survey to find out what students enjoy listening to. Try to use music they like.
• Go over the words once before you introduce the song
• No more than 30% of the instructional period, Brewer and Campbell (1991)
• Ask for feedback from the students
• Try a few times before students get used to hearing music while learning
• Use music once a week

Examples

Songs can be adapted to anything you like, here are some follow-up activities for you to consider.

‘Just can’t say good-bye’ by Lionel Richie / all these activities can be adapted to any song you want to use with your students.

1. Discuss the story with your partner. What’s happened?
2. Write a list of adjectives that would help you describe his feelings. Compare the list with others. What did you notice?
3. Rewrite the lyrics below from the other person’s point of view in reply to him. Start as below. Use the same tune and sing it. ‘But you have to say good bye.’
4. Write a short note/letter from one character to the other.
5. Write a short note/letter as a third person to one of the characters in the song.
6. Suppose this story is an episode for television. Write what happens after. Act it.
7. Get into a group of four and act out a Press meeting. Organize a ‘Press Meeting’ where the character (either of them) explains the reasons why they split and tell about future plans.
8. Pair up with your partner and act out. Interview the singer who is one of the characters in the story and ask him the present state and his feelings and his future plans.
9. Prepare a mini dictionary for the CD/cassette in which you explain idiomatic expressions and artistic language so that people in non-English speaking countries will understand the song better.
10. When it comes to the "during listening" stage you can provide the lyrics, but include in them either wrong information to seek correction, or multiple-choice answers. Spot the mistakes.
11. Blanking out the words at the end of alternate lines, but not the words that they rhyme with, is one fun alternative.
12. Jumble the lyrics of the songs and get students reorder the lyrics while listening.
13. What do you think will happen next? Get the students write the next verse.

Some websites to download lyrics:

www.allmusic.com
www.leoslyrics.com
www.lyrics.com
www.lyricsfreak.com
www.lyricsdepot.com

Some useful links:

www.kakomessenger.com
www.teachingenglish.org.uk/language-assistant/essential-uk/music
www.gamesforthebrain.com/game/soundory
www.bbc.co.uk/schoolradio/subjects/music/clipslibrary
http://soundtransit.nl
http://cooltoolsforschools.wikispaces.com/Music+Tools
www.postcard.fm
http://citysounds.fm
www.romancortes.com/ficheros/dancing-typography.html
http://vimeo.com/8018644
http://vimeo.com/8018644
www.songsforteaching.com/index.html
http://kids.yahoo.com
www.lullabies-of-europe.org
www.kididdles.com
www.bbc.co.uk/cbbc/find/?scope=cbbcfind&q=songs
www.isabelperez.com/songs.htm
www.delicious.com/melbirlik

Conclusions

Songs can be regarded as the vitamin C of ELT for language teachers and students, the next step that we need to take is to integrate the songs in the classroom which has become really easy and fun with the widespread use of the Internet and Learning Technologies. Access to music, lyrics and video clips makes it easy for the teacher to use songs effectively in the classroom and address different types of intelligences. Songs not only can prepare students for the genuine language they will be facing, but also can boost their creativity and motivation and all these will lead to effective learning in class.

References

Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11, 21.

Eken, D. K. (1996). Ideas for using pop songs in the English language classroom. English Teaching Forum, 34, 46-47.

Schoepp, Kevin. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESL Journal, Vol. VII, No.2

Soyoz, Şirin. (2010). ‘Selector Radio & How to Engage Learners with Songs and Music”. 3rd Virtual Round Table Conference.

www.belginogrek.com

www.celta-course.com/songs.html

Please check the Teaching through Music and Visual Art course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.