The neuro-linguistic implications of using music in classrooms

• In Event: PechaKucha session III

Group Submission Type: Pecha Kucha

Proposal

Using songs in teaching English would exhibit changes in cultural knowledge and language skills needed for learners to communicate verbally. Considering music to teach English not only helps teach verbal language skills, but also provides an opportunity to teach about different cultures. My project shows that music is a useful tool in teaching a language, and should thus be included in the corpus of language-acquisition strategies.

My Pecha Kucha is twenty PowerPoint slides, with accompanying narration, pictures and music, about the neurological structure of music and language in brain. This project illustrates how music helps people acquire their target language over their entire lifetime, demonstrating that music and language share a crucial connection in learning a language. In addition, my presentation reports on the advantages of using music to promote listening, reading, speaking and writing skills, as well as expanding vocabulary at different language levels. Questions surrounding song choice and practical strategies for classroom use are introduced to the audience as well. My intended audience is language teachers.

This project has two primary objectives. First, my project will help language teachers identify the benefits of using songs in their classes, and will help convince them to find and use popular songs, which are an untapped resource for teaching English. Secondly, my project will introduce strategies to Language teachers that will not only help them realize the value of using music to teach, but will also give them practical tools and strategies to apply this knowledge. A secondary objective is to illustrate to the field of linguistics that music should be included in the corpus of language-acquisitions strategies.

Summary of the contents

I start my story with a questions and a short introduction about language learning using music. Then I play an instrumental “alphabet song” in the background while I narrate a personal story. I provide some related pictures. My personal story is a didactic way to illustrate how listening to American music helped familiarize me with the American language and culture. Then I explore the neurological structure of music by referring to related research and well as some visuals of the structure of the brain.

In my presentation pictures and audios play a central role, not only because they are appealing and entertaining, but they are also the best way to save time and shorten the discussion. For example, when I talk about strategies and approaches, I introduce a song to exemplify one strategy that uses songs in an ESL class. In addition to the music in the Pecha Kucha, pictures of the brain and the language-acquisition process in the brain facilitate my audience’s learning process. To continue my example, a picture of the singer and a word list of the song is presented on the screen. Finally, my slides discuss how easy access to the Internet and additional technology introduces unique possibilities for enhancing language learner’s skills. All slides contain graphic designs that make the presentation challenging and exciting for audiences.

Sub Unit

• General Pool

Presenter

• Malihe Eshghavi, University of San Francisco