1. LA CANCIÓN. TIPOLOGÍA DE CANCIONES. TÉCNICAS DEL USO DE LA CANCIÓN PARA EL APRENDIZAJE DEL IDIOMA. TEMA 17

2. CONTENT 1. Introduction. 2. The contributions of songs to the EFL class. 3. Classification of songs. 4. Use of songs in the FL teaching. 5. Conlcusions.

3. SONGS as a resource in the EFL classroom SONGS as a resource in the EFL classroom A WIDE VARIETY OF ORALLY TRANSMITTED LITERATURE: RHYMES, LIMERICKS, LULLABIES, RIDDLES, TWISTERS, JAZZ CHANTS, RAPS…..

4. THESE SATISFY TWO CRITERIA: They belong to popular poetry. They are all musical, containing rhythm or even verse.

5. The contributions of songs to the EFL class. In continuation we will analyze the contributions of songs to the EFL class. Psychological roots Pedagogical reasons Methodological reasons

6. Psychological roots Songs preceded and contributed to the development of speech in Homo Sapiens. o Musical bubbling produced by infants is extremely important in the development of language in young children. o “Adolescent motherese” (Murphey, 1992). o Pervasive presence of music and song around us. o Singing as egocentric language (Piaget): talking without concern for an addressee. o Singing (humming, involuntary repetition) as a manifestation of Cnomsky’s LAD (Krashen). Songs activate the repetition mechanism of the LAD. o Songs are short, self-contained and relaxing texts.

7. Pedagogical and methodological reasons to use songs Brewster, Ellis, Girard (2002): Variety of learning situations Enhance motivation Less formal teaching Hidden practice of a number of language aspects Listening skills, attention span and concentration are improved Students’ participation is encouraged Communication between students is increased Distance between teacher and pupils is reduced Areas of weakness can be revealed.

8. Songs as poetic vehicle an literary creation Literature is not only written texts, but also the oral tradition that includes rhymes, lullabies, traditional songs, saying, etc. Poetry has certain spontaneous presence among children due to its short text and especially thanks to songs and games. Songs and games are the first way in which poetry is used by children. Songs can be used to develop creativity in students Gestures and movements Additional materials Dramatization Verbal creativity Songs may develop imagination Changing the original song.

9. Classification of songs. Brewster (2002): 1. ACTION SONGS They were used before the TPR method. Very popular because of their effectiveness as a teaching tool. “Encoded kinesthetically as well as through the ears and eyes” Murphey, 1992) Hokey Pokey Head, Shoulders, Knees and Toes If You Are Happy and You Know It http://www.dreamenglish.com/topicactionsongs

10. Classification of songs. 2. TRADITIONAL SONGS Belong to popular literature and constitute authentic material for the classroom: proverbs, tongue twisters, riddles, nursery rhymes, lullabies, etc, Provide a good excuse to create an awareness of different cultural references. London Bridge Kumbaya Wheels On The Bus This Old Man The Muffin Man My Darling Clementine My Bonnie

11. Classification of songs. 3. POP SONGS Elder students may find traditional songs a bit childish. Pop songs is good choice then. Many pop songs bring grammatical and vocabulary difficulties, so it is teacher’s job to choose a song that suits the needs and the level of students. Murphy’s (1992): divided songs into grammatical categories Yesterday - The Past Simple Tense Blowing in the Wind – Modals SONGS FOR TEACHING GRAMMAR http://www.tefltunes.com/grammarsongs.aspx

12. Classification of songs. SONGS FOR TEACHERS http://www.songsforteaching.com/esleflesol.htm TEACHING WITH SONGS http://www.isabelperez.com/songs.htm ESL LOUNGS: SONGS FOR TEACHING ENGLISH http://www.esl-lounge.com/songsab.php

13. Songs in foreign language teaching SOME USEFUL TECHNIQUES TO USE SONGS AND MUSIC IN THE CLASS: ACTION DRAWING BLANKS MULTILE CHOICE SPOT THE DIFFERENCES STRIPS OF PAPER PARAGRAPH RE-ARRANGING SENTENCE HALVES HOW MANY TIMES? SPECULATION READING BACKGROUND MUSIC MUSICAL EXERCISES

14. Songs in foreign language teaching WE ARE YOUNG http://www.isabelperez.com/songs/weareyoung.htm COUNTING STARS http://www.isabelperez.com/songs/countingstars.htm

15. Songs in foreign language teaching HOW TO MAXIMIZE THE USE OF SONGS: Before presenting a song, challenge children to guess vocabulary they might find. Ask pair or small groups to exchange ideas and discuss their answers. Encourage singing. Avoid playing songs just as time fillers. Use good quality recordings.

16. Songs in foreign language teaching PARTICULAR LINGUISTIC ASPECTS WHEN USING SONGS PRONUNCIATION VOCABULARY CULTURE

17. Songs in foreign language teaching PRONUNCIATION: Brewster (2002): individual sounds and sounds in connected speech, including stress, rhythm and intonation. Segmental features: some individual sounds through animal noises (Old MacDonald) Suprasegmental features: stress, rhythm and intonation. English as a stress-timed language: clapping. Jazz Chants http://jazzchants.net/home

18. Songs in foreign language teaching VOCABULARY: Songs make language memorable. Songs can be used as a starting point for a discussion or debate on the topic they suggest. http://www.tefltunes.com/themesongs.aspx Songs about beauty Bob Dylan / Ugliest Girl In The World (lyrics) Christina Aguilera / Beautiful (lyrics) Right Said Fred / I'm Too Sexy (lyrics) Sugababes / Ugly (lyrics)lyrics Songs about fashion Paolo Nutini / New Shoes (lyrics) The Kinks / Dedicated Follower Of Fashion (lyrics) Paolo Nutini / New Shoeslyrics

19. Songs in foreign language teaching Songs can be a good way to encourage team work and collaboration. Songs are good to stress conscious memory work: Cumulative songs (Old MacDonald, Twelve Days of Christmas) Counting songs (10 little indians, 5 fat sausages, 5 little monkeys jumping on the bed) Action songs (TPR approach or role-play activities)

20. Songs in foreign language teaching ROLE PLAY THE WEELS ON THE BUS After the song is great time to “play bus”. Set up rows of chairs like the inside of a bus. Make a bus stop by putting some tape or rope down on the ground. Give each of the children several “coins” (colored chips work great, marbles will do… or use real coins). Make a small box into the fare collection box. The teacher or parent can put on a bus driver’s cap and use a tambourine as a steering wheel. “Open” the bus door and invite the children on. Ask, “Where are you going?” Elicit responses like “To the park/to the pool/to the zoo/to the library/etc. Say, “Two coins, please.” and help the children pay. After all the kids have boarded, start “driving.” Sing The Wheels on the Bus together. Turn left and turn right, having the kids lean with you as you turn. Call out the stops. “Next stop…the park!” “Next stop…the zoo!” Kids LOVE this role-play. Let them take turns being the driver too!

21. Songs in foreign language teaching 3. CULTURE Teach students about the countries where English is spoken. Songs should contain: References to history, culture or geography Yankee Doodle The Piligrims Sailed far across the Sea My Bonnie Molly Malone Melodies to be sang on festivals and celebrations Habitual native children’s customs, games or routines. London Bridge Mother Goose

22. Using Music to Teach Social Studies http://www.songsforteaching.com/socialstudiessongs.htm TEACHING FOREIGN LANGUAGES THROUGH SONGS BY KAREN M. LUDKE https://www.academia.edu/978951/Teaching_foreign_langua ges_through_songs_workbook_