Teaching English Through Music Videos

Marone, Vittorio

doi:10.1002/9781118784235.eelt0849

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…If students do not have the means to access the internet with a personal device, they may be able to use the resources of the library or language lab at their educational institution. Furthermore, according to Marone (2018), music videos can make learning a language more accessible to those students who otherwise struggle with more traditional approaches "by offering a multimodal and authentic context for language use" (p. 2). Finally, I noticed that my students are highly engaged when I incorporate German music videos into my pedagogy because the can relate in some way to the content shown based on their own experiences, passions, convictions, and interests.…”

Section: Pedagogical Considerationsmentioning

confidence: 99%

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

Schwabe

2021

Die Unterrichtspraxis

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German fairy tales have an established history of appropriation in popular media, from oral traditions to mobile media. The mimetic quality of fairy-tale motifs and tropes provides ideal conditions for intertextual adaptation. In this article, I demonstrate that German fairy-tale themed music videos are powerful vehicles for culture, parody, and subversion that can be utilized as rich teaching tools in the German classroom. Artists using the German language draw on the genre of the fairy tale in their music videos in innovative and humorous ways for social critique and commentary, but they also resort to the form of the metafairy tale to question the pedagogical values of the Grimms' fairy tales.

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Section: Pedagogical Considerationsmentioning

confidence: 99%

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

Schwabe

2021

Die Unterrichtspraxis

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“…Finally, using pop music lyrics also seems to be embraced by FLE practitioners (Alisaari & Heikkola, 2017;Tegge, 2018), especially due to aspects such as their wide availability and easy accessibility (e.g. on lyrics webpages or on video platforms; Marone, 2018) and as they represent authentic textual material (as often demanded by syllabi) that also connects to the lifeworld of their learners 1 It is evident that English as a target language has the benefit of being "the" language of pop culture .…”

Section: Introductionmentioning

confidence: 99%

Lyrics and language awareness

Werner

2020

NJMLM

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Commercially successful pop lyrics are an important part of students’ lives, represent authentic language material, are easily accessible, and may thus constitute a helpful starting point for various aspects of foreign language education. Despite this, they seem to be underexploited,especially when topics such as grammar instruction are tackled. This may be due to their (traditionally ascribed) “low culture” status and the undesired presence of allegedly ungrammatical content, notably in terms of non-standard features. Based on a corpus of c. 550,000 words, this paper will present an analysis of the salience of such features in Englishpop lyrics. The results suggest that the material studied actually features a rich array of nonstandard grammatical phenomena, such as multiple negation, ain’t as auxiliary, me instead of I, copula deletion, etc. (as commonly proscribed in English language education). From a pedagogical perspective, it is therefore argued that using lyrics in the classroom may offer students a welcome opportunity to engage with various types of grammaticality, introducing them to authentic language in a naturalistic way. More specific issues to be addressed with the eventual aim of raising students’ language awareness through working with pop lyrics are that assessments of grammaticality are (i) very much context-dependent, for instance in terms of acceptability of certain structures and variants in different registers (e.g. lyrics vs. conversation vs. formal writing) and (ii) may also differ across varieties of English represented in the lyrics (e.g. various British dialects and sociolects, African American English as represented in rap, Jamaican Creoleas represented in reggae, etc.).

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Utilizing Music and Songs to Promote Student Engagement in ESL Classrooms

Bokiev¹,

Aralas²,

Ismail³

et al. 2018

IJARBSS

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One of the main challenges English language teachers face in their daily classes is to find creative ways of sustaining their students' interest in language learning, which can often be perceived as dull and tedious. Music and songs, which have a universal appeal and ubiquitous presence in most people's daily lives, have all the prerequisites to become an effective teaching resource in this respect. However, this useful resource appears to be underutilized by English language teachers, which is attributable to the lack of understanding of its theoretical rationale and benefits. The present paper aims to analyze the role and potential of music and songs in English language teaching in the light of current research and literature. Research findings suggest that the effective use of music and songs in language teaching has the potential to address multiple intelligences, reduce anxiety, increase motivation, facilitate memory retention and establish an affectively conducive learning environment. Moreover, music and songs can be utilized to enhance the learning of almost every aspect of the target language, to develop cultural awareness and to foster students' creativity. Apart from discussing theoretical arguments and empirical evidence in support of using music and songs in language instruction, the paper provides practical suggestions for integrating music activities into ESL classrooms. It is hoped that a larger number of ESL teachers will deem music and songs a valuable educational tool which they can use to engage their students both affectively and cognitively and to promote effective and enjoyable language teaching and learning.

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Teaching English Through Music Videos

Cited by 3 publications

References 5 publications

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

Lyrics and language awareness

Utilizing Music and Songs to Promote Student Engagement in ESL Classrooms

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