Panel Presentation Flashcards
I based my research on….
how the brain processes music and why using music in the classroom benefits ELLs with language development.
brain structure
According to the researcher Engh, the anatomic structure of the brain and its neural functions suggest that language and music are very similar in their processing although they are processed in opposite hemispheres.
examples of similarities
acoustic cues, sound-symbol correspondence, and require specific listening skills, and the ability to depict independent pieces of a whole and produce meaning for that unit. These similarities allow, according to Bugos, music to lay a foundation and prepare the mind for learning.
Environment
When incorporating music in the classroom, especially with ELLs, it is important to keep in mind the environment. Music can open the door to creativity as well as create a safe learning environment. According to Krashen’s Affective Filter Hypothesis, learning is most effective in an environment that is comfortable. In a study done in Peru, data was taken on how music influences the motivation in learners. (read this article and be prepared to expand on it) It was found that interest, participation, attention, and motivation were all higher in classes that used songs.
Barriers
It is also important to keep in mind the barriers that can be relevant with ELLs in the classroom. When introducing music, it is important that connections are made with the music, not just playing music in the back of the class, so that the music is pedagogically relevant. It is also important that no matter how familiar we think a song might be for us, like nursery rhymes, we cannot expect our ELLs to already know the song.
Phonological awareness
Phonological awareness is the focus on the sounds that make up a word. It places emphasis on word awareness and syllable awareness and is associated with the beginning stages of reading. In my field based assignment at the Bryan Adult learning center, we would clap out each of the syllables which added rhythm to the instruction. Rhythm is an important musical component which also allowed the students to have a kinesthetic aspect as well that allowed for better memory recall.
Phonemic awareness
Phonemic awareness falls under the umbrella of phonological awareness, and includes sound-symbol correspondence, pronunciation, and rhymes. Songs like Mary had a Little Lamb and Row Row Row Your Boat provide great pronunciation practice for ELLs. Songs like Twinkle Twinkle Little Star help ELLs learn the concept of rhyming. Other songs include Old MacDonald had a Farm and BINGO which help teach the sounds of individual letters. There was a study done in attempts to bring music back into a first grade classroom. The music that was chosen was based on phonemic components and was implemented strictly each day in the classroom instruction for one academic school year. It was found that every student except for one in the teacher’s class made a minimum growth of one year reading level with several students surpassing the average growth rate of reading.
Morphological awareness
Morphological awareness is the understanding of how morphemes, or units of meaning, can be put together to create words and vocabulary learning. Because morphological awareness is proven to be an indicator of comprehension, morphological development is a key component of the English Language. A great song that can be used with ELLs is the song Old MacDonald because the student is hearing the animal sound and connecting it with the vocabulary word in English that we use for that animal.
In conclusion
In conclusion, the human brain processes language and music in similar ways that allow the learning of a new language. The benefits of music include the ability to create a safe and motivating environment and improve the effectiveness of instruction in phonological, phonemic, and morphological awareness.
Peru study
The participants were third grade students. In total, 56 students took part in this
study – 28 students in each of the two third grade classrooms. In both classrooms, the students were between 7
and 9 years old. Most of them were 8 years old
One class used music and the other did not
After each class, the students were given a questionnaire asking questions like “Do you like your English class?” and “What did you think about today’s class? and “Do you like to participate in you English class?”
Results: students showed a greater willingness to study and pay attention as well as participate in classes that used songs.
First grader study
Becky, a first grade teacher incorporated the use of music in her class for one academic school year. she would introduce the song by having it play in the background, discuss what the song means, talk about the vocabulary words, illutrate it, sing it together, pick our new words they recognize, discuss the language components of those vocab words and then perform it to kindergarten classes.
