Music has long been considered an activity that transcends language, something that people everywhere can understand, like love, smiles and laughter. In fact, its composition has been explored in terms of understanding links between rhythm and breathing, rhythm and learning, even singing and immunity. However recently, a study (Chen et al, 2024) explored “technology enhanced language learning” (TELL) towards learning English as an additional language.
Skills From Music
Music evokes emotions, captures attention and helps learning. It also promotes academic achievement, creative thinking and self-esteem, all essential for learning language. Music develops skills including critical thinking, creativity and self-confidence and has been found to improve vocabulary acquisition, pronunciation skills and comprehension of language structures. Rhythm (beat) and melody (tune) particularly help to engage hearing which helps with memorising and retention.
Why Use Tech
Different technology approaches have been used in research to develop musical-language skills and they include computer-based learning, mobile learning and electronic learning. These help to personalise learning to individual needs, which has resulted in improving achievement in many areas besides music. Specific aspects that enrich music learning include the use of text, images, and videos as well as music.
Iranian Study
A ten-week course was used to teach 6700 Iranian elementary/primary learners in language schools. Using instruments like xylophones and flute instruments, as well as movement and musical games and stories, children were introduced to songs which were sent home for reinforcement (parts of the session were recorded by the teacher and sent to parents through social media). Sessions included individual music performances, song listening, singing, and ended with relaxation music (Chopin).
Academic Impact
Through questionnaires given at the beginning and end of the ten-week course, researchers found that children’s academic achievement clearly improved – existing research shows improved verbal and arithmetic scores. Engagement and active participation also improved – existing research showed that motivation improved through performance, composition, and singing. Speaking and listening were improved through music’s rhythmic structure – existing research showed that developing timing, intonation and sound reproduction improved these, too.
Creative Impact
Creative thinking improved a lot, explained by the high level of activities including writing songs, composing music and participating in group music-making. These helped children to generate unique ideas and express their imagination. Activities also promoted divergent thinking and problem-solving by being visual, auditory and kinaesthetic. The supportive and inclusive environment using active dialogue, compromise and exchange of diverse ideas encouraged collaboration.
Emotional Impact
Self-esteem improved by creating music, appreciation from peers and the accepting environment. Social bonds within the group improved, developing risk-taking skills and allowing children to overcome challenges. Perseverance in learning built resilience and a growth mindset, which were also seen in other subjects, improving students’ sense of self-worth.
Many of these ideas can be easily implemented, and here are a few songs that can support this creative way to improve EAL skills in young learners.
I Had A Dog
I had a dog
His name was Rover
Every time I called his name
He rolled over and over
Roll over, Rover; roll over, Rover
Roll over, Rover; now move on
Action songs are a great introduction to language, especially where movement is named. This fun song can be used with a toy dog that gets passed around to each child as they sing the song and then at the chant, the child with the dog gets to “roll over, Rover”. For extra musical benefit and rhythmic development, get children used to passing the dog on the beat (underlined words).
Tideo
Through one window, tideo
Through two windows, tideo
Through three windows, tideo
Jingle at the window, tideo
This lovely circle song has the children standing in a circle, holding hands. Raising them up, one child goes through one arch or “window”, then the next arch / “window”, and a third arch / “window”. At the next arch / “window”, the child “jingles at the window” but swapping places and a new child begins the song again!
If You’re Happy And You Know It
If you’re happy and you know it, clap your hands
If you’re happy and you know it, clap your hands
If you’re happy and you know it, and you really want to show it
If you’re happy and you know it, clap your hands
If you’re happy and you know it, stamp your feet …
If you’re happy and you know it, turn around …
This traditional song can be sung with the usual verses, or have as many or as few verses added to it as the imagination can handle! Best of all, actions are described using words, children participate together, learning from each other whilst being involved themselves.
The Wheels On The Bus
The wheels on the bus go round and round
Round and round, round and round
The wheels on the bus go round and round
All day long
The wipers on the bus go swish-swish-swish …
The doors on the bus go open and shut …
The mummies on the bus go chat-chat-chat …
The daddies on the bus go nod-nod-nod …
Another traditional song where verses can be sung as usual – or expanded according to themes (e.g. animals on the bus) or interests (princesses on the bus, ogres on the bus). The actions or noises help to develop understanding of concepts.
Language is one of the most powerful resources we have as people. We can use it to work together as well as against each other. Language helps us to navigate life and when people change countries, for so many reasons, it becomes an essential skill to master. Supporting children in learning additional languages can be made so much easier if music becomes part of the educational plan.
References:
Chen, M., Mohammadi, M., Izadpanah, S. (2024) Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners . Acta Psychologica. 247. 104318. https://doi.org/10.1016/j.actpsy.2024.104318.
https://www.sciencedirect.com/science/article/pii/S0001691824001951