1. U.S. Air Force Academy I n t e g r i t y - S e r v i c e - E x c e l l e n c e Using Music and Music Videos for Second Language Acquisition Lt Col Richard Dodge Distribution A: Approved for Public Release, Distribution Unlimited

2. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 2 “ You cannot reproduce a sound you cannot hear.” Dr. Alfred Tomatis, French ear specialist “All speech, written or spoken, is a dead language, until it finds a willing and prepared hearer.” Robert Louis Stevenson, Scottish author

3. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 3 Overview  Why music?  Selecting music  Music activities  Example(s)  Assessment  Other considerations  Questions

4. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 4 Why music helps with second language learning American Pie (1971) by Don McLean So bye-bye, Miss American Pie Drove my ____ to the ___, but the _______ was _____ And them good old ______ were drinkin' whiskey and ______ Singin' "This'll be the _____ that I _____ This'll be the _____ that I _____"

5. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 5 Why music helps with second language learning  Music stimulates the brain and promotes long-term memory  Singing and learning lyrics increases vocabulary  Listening to and singing music improves pronunciation  Listening to music improves comprehension  Music helps teach “spoken language”  Music can be a bridge to teaching culture and history  Music reduces stress / aids in relaxation  Music is fun

6. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 6 Things to consider when selecting your music FIRST:  Do you like the music? Will the students like it? ­ Is the music current? Will the students relate?  What is the speed of the lyrics?  How is the pronunciation in the song?  What level of vocabulary and grammar is present in the song? Are there cognates?  How much repetition is in the song? Is it “catchy”?  Are there interesting historical or cultural aspects to the song?  Is there a music video associated with the song? SECOND:  What would be some potential learning objectives when using this song?  Where would this song fit best in my course?

7. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 7 Creating a language learning activity with music: Sample formula  Introduction  Pre-listening/viewing activity  Listening/viewing activity  Post-listening activity  Classroom Discussion  Repetition  Singing

8. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 8  Introduction ideas ­ Talk about the objectives of the activity ­ Why are we doing this? ­ Introduce the singer(s) ­ Talk about when the song was released and its reception in target countries ­ Introduce/discuss the title of the song ­ Introduce/discuss the context Creating a language learning activity with music: Sample formula

9. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 9  Pre-listening activity ideas: Group work ­ Handout with lyrics (consider numbering each line) and questions ­ Grammar hunt (verbs tenses, use of negative, etc.) ­ Cognate hunt ­ Phonetics hunt ­ Useful vocabulary list vs. using context to derive meaning ­ Use of spoken language vs. formal language ­ Translations All vs. selected phrases The chorus/refrain ­ Initial discussion of the meaning/theme of the song What do you think this song is about? Creating a language learning activity with music: Sample formula

10. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 10  Listening/viewing ­ Audio vs. video ­ Live vs. produced ­ Lyrics vs. no lyrics Creating a language learning activity with music: Sample formula

11. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 11  Post-listening activity ideas ­ Discussion question ideas ­ What is this song about? ­ If you could pick one or two lines that capture the theme of the song, what would it/they be? ­ What cultural/historical aspects are present? ­ Do you like this song? Why or why not? ­ What American music does this song remind you of? Creating a language learning activity with music: Sample formula

12. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 12  Classroom Discussion  Repetition ­ Pre-class music ­ Music during activities ­ Homework  Singing Creating a language learning activity with music: Sample formula

13. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 13 Example 1 (Intermediate Level)

14. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 14 Example 1: Pre-Listening Activity

15. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 15 Example 1: Pre-Listening Activity

16. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 16 Example 1: Pre-Listening Activity And as you can see it's the end I must cross the ocean tomorrow morning From your arms I will tear out ever so gently And it's reality that awaits me

17. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 17 Example 1: Listening Activity

18. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 18 Example 1: Post-Listening Activity

19. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 19 Example 2 (Beginner Level)

20. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 20

21. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 21

22. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 22 Example 3 (Beginner Level)

23. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 23

24. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 24 Example 3: Papaoutai

25. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 25 Student Feedback (from Example 1) “I remembered how much I love French. I loved this activity…can we do more?” “I really liked it. I now have a Coeur de Pirate station on Pandora.” “[The activity] got us out of our normal routine, shook things up, had us use our understanding in a very natural way.” “A French ‘workout’ of sorts. Not only did I practice my French, but a look into culture was really cool to say the least.” “I didn’t completely hate it.”

26. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 26  Oral assessment – Singing (Presentational Mode)  Playing excerpts from the song on Quizzes and GRs to assess (Interpretive Mode)  Using written song lyrics on Quizzes and GRs to assess (Interpretive Mode)  Cultures Assessment ideas

27. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 27 Other considerations  Time spent on one song  Language Lab vs Classroom vs Homework  Ask students to find songs to use in class  Do you have students with musical talent? Use them!  Make a link with music resources for cadets  French resources to consider: Language and Lyrics Alain le Lait Il fait beau

28. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 28 Resources Brown, Ron & Nancy, “Use Songs to Teach,” Reading & Writing Quarterly: Overcoming Learning Difficulties, 13:4, 349-354. Fiset, Mireille, “The Power of Music: 5 Reasons Why Music Helps with Language Learning” (2013) http://livemocha.com/blog/2013/09/03/power-music-5-reasons-music-helps-with-language-learning/ Munger, David, “Does music help us learn language?” (2008) http://scienceblogs.com/cognitivedaily/2008/06/19/does-music-help-us-learn-langu/ Myers, Aaron G., “Language Learning Tip: Use Music to Learn a Foreign Language” (2012) http://www.everydaylanguagelearner.com/2012/01/30/language-learning-tip-use-music-learn-foreign- language/ Schön, D. et al., “Songs as an Aid for Language Acquisition,” Cognition (2007).