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More Than Words: Songs for the Language Classroom

Parkinson, Tom, Vyner, Luke (2024) More Than Words: Songs for the Language Classroom. Elements in Twenty-First Century Music Practice . Cambridge University Press, Cambridge, UK E-ISBN 978-1-009-34507-1. (In press) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:108561)

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Abstract

English language teachers have long recognised pop songs' potential for engaging students and establishing positive classroom environments conducive to language learning. Educational publishers increasingly incorporate music into their coursebooks, including specially commissioned 'ELT songs', whose lyrics feature aspects of target language. This book explores the phenomenon of ELT songs from the authors' insider perspective as songwriters. It considers the relationship between music and lyrics in songs, what this means for using songs in the language classroom, the historical developments through which ELT songs emerged, and the contexts in which they are written, listened to, and made. Through literature review and reflection, the authors derive a framework of twelve criteria and ten dilemmas to guide ELT songwriting, before applying it in an analysis of their songs and songwriting process. The final section proposes a model for multidisciplinary collaboration between songwriters and non-musician collaborators including authors, teachers, and publishers.

Item Type: Book
Uncontrolled keywords: English language teaching; songs; songwriting; TESOL; EFL; language education
Subjects: L Education > L Education (General)
M Music and Books on Music > M Music
P Language and Literature
Divisions: Divisions > Division of Arts and Humanities > School of Arts
Divisions > Division of Arts and Humanities > School of Culture and Languages
Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Thomas Parkinson
Date Deposited: 28 Jan 2025 17:29 UTC
Last Modified: 29 Jan 2025 13:21 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/108561 (The current URI for this page, for reference purposes)

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