Using songs to teach foreign languages

Language teachers can and should use songs as part of their classroom teaching repertoire. The songs contain authentic language, are easy to obtain, provide vocabulary, grammar, and culture, and are fun for students. They can provide valuable speaking, listening, and language practice in and outside of the classroom. Some of the key reasons songs can work so well in the foreign language classroom include the following:

1. Songs almost always contain authentic and natural language.

This is often in contrast to the artificial and forced language found in many student texts. Of course, songs can also go to the other extreme by using language that is too crude, rude, or objectionable. With careful selection, an extensive library of usable songs for language learning can be compiled.

2. A variety of new vocabulary can be introduced to students through songs.

Looking to improve student vocabulary with useful phrases, vocabulary, and expressions? The songs are almost always aimed at the native-speaking population, so they generally contain contemporary vocabulary, idioms and expressions.

3. Songs are usually very easy to obtain

Despite Cibemba and Silozi, the songs are usually not that difficult to obtain. Local sources may be available, including the students themselves. There is always the Internet that can connect you with song downloads in all languages, except the most unknown.

4. Songs can be selected to suit the needs and interests of the students.

Especially in English, there are so many songs available that selecting songs with suitable themes, levels and vocabulary is not difficult at all. The complexity or simplicity of the language can also be taken into account, depending on the students, by selecting and using suitable songs.

5. Grammatical and cultural aspects can be introduced through songs.

Most, if not all, songs have a recurring theme or story. Therefore, extracting cultural elements is often a possible, but often overlooked, aspect of using songs. I still use “Hit the Road Jack” sung by the late Ray Charles to illustrate the spoken contractions. Use spoken contractions on virtually every line in the song.

6. The length of time is easily controlled

Whether it’s an hour, 30 minutes, or just 15 minutes or so, a song can be used in the course of a planned lesson. The use of songs is very flexible.

7. Students can experience a wide range of accents.

The great thing about songs is that it can expose students to many different types of English. British English, American English, and Caribbean English are widely available through song. Accents are also well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R&B, pop, rock, reggae, jazz, and other styles change not only accents, but vocabulary and usage as well.

8. Song lyrics can be used to relate to situations in the world around us.

The songs have been used as vehicles of protest for civil rights, workers ‘rights, even prisoners’ rights along with countless other causes. They have talked about pollution, crime, war and almost every social issue or cause. We won’t even mention how many songs deal with, are related to, or explore the topic of sex.

9. Students think songs are natural and fun.

Well, they actually are, right? Funny, even silly songs abound in English. Some singers made a career out of them. (Ray Stevens, anyone?) They make unconventional and fun pacing changes with use in the classroom.

These are just a few of the many reasons why songs are useful in the language learning classroom. They contain authentic language, are easy to obtain, provide vocabulary, grammar, and culture, and are fun for students. They provide enjoyable speaking, listening, vocabulary, and language practice both in and out of the classroom. Therefore, teachers of English as a Foreign Language, English as a Foreign Language, ESL, English as a Second Language and Foreign Languages ​​should consider the use of songs as a regular part of their classroom activities.