The use of songs as poetic literary creations:
This topic deals with children's songs as poetic device and literary creations in English class.
The use of songs as poetic literary creations aims at the acquisition of socio-cultural competence, as most children's songs belong to the oral literary tradition of the culture. However, songs are also useful from other points of view. They are a great source for learning vocabulary and for teaching/learning phonological aspects of the language: English sounds, and also English stress, rhythm and intonation.
Songs and poetry have some elements in common, although each of them has unique and distinctive features. Songs usually convey a lower amount of information than poetry. They are made to be heard, sung and even danced. They have more redundancy than poetry as well as the musical accompaniment, which both make them easier to memorize.
Both songs and poetry use some language devices such as metaphors, alliterations, etc and they create their own world of feelings and emotions, in which the reader or listener can participate. Both contribute to increase creativity and aesthetic sentiments in the listeners' mind. Literature is not only the written work, but also the oral tradition that includes rhymes, lullabies, traditional songs and sayings.
Songs, poetry and literary works apply to the emotional side of the person. This is particularly important for young children, who are still coming to terms with their feelings and emotions. In the English class in particular, we should also bear in mind Krashen's "affective filter" hypothesis. He proposes that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter.
Motivation is then a strong factor in favour of using songs in the English classroom. Children are motivated by the music, by the variety of rhythms, by the instrumentation (guitar, contrabass, percussions), by the different voices involved (masculine, feminine, child, adult) and by the themes (boys/girls, circus, family, animals, etc.).
According to many scholars, songs - in their different varieties- are among the best ways of teaching a foreign language. One reason for this is that singing can build students' confidence because it allows them to enjoy a degree of fluency in English before they have achieved it in speaking. Another reason is that by using songs, we introduce authentic material in the class bringing students closer to the culture of the target language.
But there are many other good reasons, among them we have the following:
- Songs, rhymes, and chants are wonderful means of teaching stress and intonation patterns of English.
- Play and music are a source of motivation, interest and enjoyment.
- Games, including musical ones, constitute a context for language use for children.
- Music and rhythm make it much easier to imitate and remember language than words which are just 'spoken'--if we teach children a song, it somehow 'sticks'.
- We can use a song or a chant to teach children the sounds and rhythm of English, to reinforce structures and vocabulary, or as Total Physical Response activities.
- A song is a very strong means of triggering emotions.
- They help to develop an aesthetic feelings and tastes.
- Songs contribute to socialization (a song is collective)
- Songs appeal to the ear (one listens to himself while singing)
- They produce pleasure (reproduction of a sound, enjoyment of the rhythm)
- Songs contain words and expressions of high frequency and offer repetition.
- Singing helps to acquire a sense of rhythm.
- If used properly by the teacher, plays and songs are excellent means whereby children have fun and at the same time acquire a language.
Conclusion:
As a conclusion, I would say that many psychological, pedagogical and methodological reasons sustain the use of songs in the FL
class. Songs are an excellent way to internalize vocabulary, structures, sounds, etc. But they are also an important way to introduce socio-cultural aspects of the target language. They add positive values like variety, motivation, participation, creativity etc. as they appeal to the emotional side of the person. In addition, songs possess the great advantage of being easily remembered. For all these reasons songs should be an essential part of the curriculum at primary School level, and not just a time-filler or a reward for students when they behave well.
References:
- Brewster J, Ellis G and Girard D, "The Primary English Guide", '92, Penguin.
- Murphy T, Music and song, '92, Oxford U Press.