Using Music to Teach English as a Foreign Language*


Description of the program:

In 1995,”Using Music to Teach English as a Foreign Language” began as a way to use music to make the learning of English more enjoyable and to bring American folk literature to children who are learning English as a new language. The program consists of workshops for practicing teachers (both private and public school) and teachers in preparations (university students) in four geographic areas of Santa Catarina. These workshops (thus far, a series of four) range in duration from 3 hours on one day to twelve hours over three days.

With the exception of a few specially prepared materials, the contents of these workshops are based on American folk songs and children's songs. All the activities focus on learning the English language. In addition to singing and playing musical instruments (classroom instruments) these lessons develop through the following activities.:

- visual - drawing, sculpting with paper or clay, etc.
- physical - dance, pantomime, etc.
- dramatic - actual staging with costumes and props created by the participants
- collaboration and cooperative learning

Following is a brief description of one activity - ultimately a series of classroom lessons - based on “Ten Little Apples” (formerly “Ten Little Indians”), which can also transform into 10 Green Apples, 10 Blue Birds, 10 Gold Fish, etc. Begin by creating a large mural which includes a tree, lake, clouds and any other landscape objects to be considered in the language class. Make 10 of various items (10 blue birds, 10 black snakes, 10 yellow apples, 10 white swans, etc.) in reasonable proportion to the mural, and fix them so they can stick to the mural. As the class sings about the various items they can be affixed to the mural carefully considering the following:

- counting and numbers recognition - counting song
- color identification - green apple, red...., blue bird, etc.
- adjectives - colors, big/little, happy/sad, etc.
- nouns - apples, tree, sky, lake, birds, whatever is being studied in the class, etc.
- prepositions - on, over, under, beside, etc. (where object is placed on the mural)

Another favorite activity is creating a large (oversize) picture book based on the text of a song. Divide the class into manageable groups and assign each group to illustrate a line or verse of the song. The students who create each picture must understand their line or verse in order to do the illustration. Then assemble the pages into a “Big Book,” which becomes a visual aid for the entire class in understanding the text as they view the book while singing the song.

Teachers quickly recognize that the development of songs with dances, movement and dramatic action provide student involvement and experiences in a variety of learning modes. And, because we have learned that children learn a great deal from each other, this project has been careful to include collaborative or cooperative learning activities as part of almost every activity.


How the program was started:

This project, Music/EFL, developed as a fortunate intersection of the facilitator’s involvement with Partners and her professional endeavors. Dr. Lust’s workshop for classroom teachers called “Music and the Integrated Curriculum” explored connections through interdisciplinary models and through practical applications of Howard Gardner’s theory of multiple intelligence. The strong interconnectedness of language and music were obvious from the beginning. These connections are characterized in many ways, from children’s games to folk songs to art songs. Looking at Partners goals and the content of the workshop, it is almost impossible not to see the natural transition to the Partners’ Music/EFL program.


The goals and objectives:

- introduce teachers to the idea of using music as a means of enhancing language learning
- provide teachers with the necessary musical tools
- share a wealth of activities and materials which have been developed to integrate music and language study.
- provide teachers with a professional development opportunity which is both enjoyable and educationally valuable
- introduce American folk literature to speakers of other languages
- inspire teachers to use good music in their classes

What persons and institutions/organizations in both the U.S and Latin America or the Caribbean communities are involved and what roles do they play?

Patricia Lust - director of the project and workshop facilitator
Silvana Pohl - primary collaborator and advisor in Santa Catarina
Joinville City Schools, Silvana Pohl - workshop coordinator
UNIVILLE, Joinville, SC, Cristala Buschle - workshop coordinator
UNISUL, Tubarao, SC, Wilson Schulter, Mara Stringer da Fonseca, Marcia Irene da
Fonseca - workshop coordinators
UDESC, Lages, SC, Adil Vaz, Claudete Neurnberg - workshop coordinators
FURB, Blumenau, SC, Iara Jane Wollstein - workshop coordinator
Longwood College, Farmville, VA - faculty development grants
Hundreds of English teachers (private and public schools) and university level teacher
preparation students, SC - workshop participants
Twenty classroom teachers, VA - workshop participants


In what ways has the Partnership been strengthened by this program?

This project has

- brought new members into the southern chapter
- inspired extensive collaboration among partner members on both sides
- stimulated an ongoing and valuable friendship connection
- enhanced cultural sharing and understanding.

As a result of connections developed through this project, other projects have begun.

Who are the beneficiaries and how do they and their community benefit?

The ultimate beneficiaries are the children in the classes of the teachers who participate in this project. Everyone knows that children (and all of us) learn better when they enjoy the process. These children enjoy wonderful singing games and musical activities, and this heightened language experience enhance their study of English.

The immediate beneficiaries are the teachers. These workshops are fun for everyone --the participants, the facilitator and the coordinators. And the teachers leave with a large repertoire of new materials and activities (a new bag of tricks) to use in reinforcing the techniques they already use.


Are there, or will there be, spin-off projects from this effort?

In 1996 the supervisor of teachers of English in Joinville came to Longwood College in VA to present several sessions at a workshop for practicing Virginia teachers. We are discussing possibilities of opportunities for several Santa Catarina English teachers to come for a 2-3 week visit to work and observe in VA public school classrooms and to develop ongoing collaborations with the hosting teachers.

Several other programs, not attached to this one, were initiated as a result of the strong ties developed through this program, e.g. a model program for drug and alcohol abuse prevention in the universities and the Character Counts program. And more are in the planning/negotiation stage.


Why has this effort been important to your Partnership?

- It is one of the strongest, continuing projects of the partnership.
- It has a clearly defined multiplier effect, which is important to our investments.
- It has been successful and is a source of pride for the partnership.
- It has developed connections which have led to other projects.
- It was initiated in the Northern chapter and has been well received and supported by the Southern chapter.


Funding for this project has come from a variety of sources:

- Southern Chapter - Regional subcommittees and individual Partners
- Sponsoring cities and universities - facilities and supplies
- Northern Chapter - State chapter and individual Partners
- Longwood College - Travel grants
- Partners of the Americas - Travel grants
- Facilitator - Supplies, books, musical instruments, miscellaneous travel

* This information was submitted by the Virginia-Santa Catarina Chapter of the partners of the Americas in support of the nomination of this project for the Partners of the Americas' Program Development Award in 2001.