Abstract
This paper explores the use of music (in particular, songs) as a way to enhance English language learning and promote inclusion in English as an Additional Language (EAL) classrooms. In the 1980s, Howard Gardner proposed the theory of multiple intelligences. Although there are limitations with this theory, it highlights the need to address different learning styles in the classroom. Traditional teaching styles in EAL classrooms often favour students with a strong verbal-linguistic multiple intelligence. They often include individual activities, or group work, focusing on reading, writing, listening, and/or speaking. However, some students find learning English to be challenging. In some instances, students lack motivation to learn English, and they can become disengaged in EAL classrooms. This can be common in Australian primary and secondary classrooms, especially when the student has not made an active choice to move to Australia. In order to address some of these factors, research indicates that music can be an effective way for some students to learn English. Using music in EAL classrooms caters to students with a musical multiple intelligence, and also benefits other students, making the teaching and learning activities more inclusive to all students. In this paper, an overview of existing literature on this topic is presented. Benefits and limitations of using music in EAL classrooms is explored. Practical teaching activities are discussed. Attendees will also be encouraged to share their own experiences of using music to teach English or other languages during the question and answer time.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
English as an Additional Language, Music, Pedagogy, Inclusive Teaching Practices
