Teachers' views on working with Music in the English Language Classroom

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Teachers' views on working with Music in the English Language Classroom

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Publication Student thesis
Title Teachers' views on working with Music in the English Language Classroom
Author(s) Kalliokulju, Victoria ; Eriksson, Julia
Date 2016
English abstract
The purpose of this degree project was to investigate the views of four elementary school teachers concerning the use of music in the English language classroom. Additionally we wanted to see how the teachers motivated their choices to use or not use music, and in order to answer our two research questions we chose to do semi-structured interviews with the four selected informants. This method helped us to get an in depth perspective of the teachers thoughts and opinions. Krashen (1983) and Piaget (2008, 1988) provided us with the underlying theoretical concepts for this study: ‘the affective filter hypothesis’ and ‘the theory of cognitive development.’ Furthermore, we used selected previous research studies and theoretical literature for the final analysis. Our findings show that the teachers have an overall positive attitude towards using music and English together and that they all have seen positive outcomes for the students’ motivation and language learning when using it. Their motives for using music were based on their own musical interests, their view of learning, the type of class they teach and their previous positive experiences. Our conclusion for this study is that the benefits that can come from using music in the English language classroom are far more prominent than the challenges, and in the end it is up to the teacher to evaluate if this way of working will suit her learners. Therefore, our suggestion to English teachers is to at least consider the use of music in the English language classroom in order to experience the possible benefits.
Publisher Malmö högskola/Lärande och samhälle
Pages 37
Language eng (iso)
Subject(s) Music
English
Language development
Motivation
Learning
Handle http://hdl.handle.net/2043/20572 (link to this page)

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