Music as an enhacer of EFL spelling skills in diverse secondary classrooms
Keywords:
music, dictation, low proficiency level, foreign language, diverse learners
Abstract
This research has as a main aim to check the benefits of using music in the FL classrooms, specifically with students who present lower proficiency levels in the target language. In order to carry out this project, the design of a pedagogical intervention has been necessary. In particular, two groups of the first year of secondary education took part. One group belonged to a bilingual program, the other one was a group formed by students with some difficulties in their learning process, due to diverse circumstances. The intervention focused on teaching the spelling of the sounds /aI/, /eI/, /i:/ and of regular and irregular verbs in the past simple tense having music an essential role during the sessions. The intervention lasted three sessions, data was collected through two dictation passages made at the beginning and at the end of the intervention. Classroom observation also offered qualitative data. Data gathered show interesting results which are highly positive. However, some students would need more time to acquire the knowledge expected. Finally, some pedagogical implications for future teaching interventions are provided.
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References
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Bernal, J., Epelde, A., Gallardo, M. A., & Rodríguez, A. (2010). La Música en la enseñanza-aprendizaje del inglés. CIDd: II Congrés internacional de Didàctiques, (pp. 1-5). Universidad de Granada. https://tinyurl.com/47w4vkbf
Calatrava, M. C. (2008). La enseñanza de idiomas a través de la música. Revista Digital Innovación y Experiencias Educativas, 13, 1-10.
Castellanos, L. F., & Garzón, Y. M. (2013, June). El uso de canciones en inglés para favorecer el desarrollo de habilidades de comprensión. [Tesis de Máster, Universidad de Bogotá]. UniLibre. https://tinyurl.com/5dpbkzfb
Chuang, H.-K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44(1), 97–119. https://doi.org/10.1177/1086296X11431157
Decreto 111/2016, de 14 de junio, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía. Boletín Oficial de la Junta de Andalucía, 122, de 28 de junio de 2016, 27-45. https://www.juntadeandalucia.es/boja/2016/122/BOJA16-122-00223.pdf
Denizci, C. (2022). Multimodal Differentiation for Allophone Pupils in First Language French Classroom. Education Quarterly Reviews, 5 (2). Current Education Research in Turkey, 417-428
Durgunoğlu, A.Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204 https://doi.org/10.1007/s11881-002-0012-y
Dussling, T. (2020). English Language Learners’ and Native English-Speakers’ Spelling Growth after Supplemental Early Reading Instruction. International Journal of Education and Literacy Studies, 8(1), 1-7. https://doi.org/10.7575/aiac.ijels.v.8n.1p.1
Fernández-Corbacho, A. (2021). Aprender a leer en una lengua extranjera en educación primaria. Servicio de Ediciones Universidad de Huelva.
Fernández-García, A., & Fonseca-Mora, M. C. (2019). EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience. Language Teaching Research, 1-17. https://doi.org/10.1177/1362168819891868
Ferraz, I., Pocinho, M., Pereira, A., & Pimenta, A. (2015). Phonological Awareness Program: A longitudinal study from Preschool to 4th Grade. In SHS Web of Conferences (Vol. 16, p. 01002). EDP Sciences
Foncubierta, J. M., Machancoses, F. H., Buyse, K., & Fonseca-Mora, M. C. (2020). The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Frontiers in Neuroscience, 14, 399. https://doi.org/10.3389/fnins.2020.00399
Fonseca-Mora, M. C. (2015). Beneficios del entrenamiento musical para el aprendizaje de una lengua extranjera. Revista Electrónica Complutense de Investigación en Educación Musical, 12, 29-36.
Fonseca-Mora, M. C. (2016). Music and language learning + How music affects us. In M. C Fonseca-Mora, & M. Gant (Eds.), Melodies, Rhythm and Cognition in Foreign Language Learning (pp.1-31). Cambridge Scholars Publishers.
Fonseca-Mora, M. C., Toscano-Fuentes, C., Foncubierta, J.M., & Ávila, J. (2016). Melodies, rhythm and cognition in foreign language learning. Cambridge Scholars Publishing. Cambridge Scholars Publishers.
Fonseca-Mora, M. C., & Fernández-Corbacho, A. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada, 30(1), 166-187. https://doi.org/10.1075/resla.30.1.07fon
Fonseca-Mora M.C., Jara-Jiménez P. & Gómez-Domínguez M. (2015). Musical plus phonological input for young foreign language readers. Frontiers in Psychology, 6, 286, 1-9. https://doi.org/10.3389/fpsyg.2015.00286
Fundación Secretario Gitano. (2013). El alumnado gitano en secundaria: un estudio comparado. Ministerio de Educación, Cultura y Deporte. Secretaría General Técnica.
Garrison-Fletcher, L., Barrera-Tobon, C., Fredericks, T., Klein, E., Martohardjono, G., O'Neill, E., & Raña, R. (2008). Desarrollo de la alfabetización entre los estudiantes latinos de la ciudad de Nueva York. Actas del XV Congreso Internacional de ALFAL (pp. 1-27)
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching, 9(6), 123-133.
Goig Martínez R., Martínez Sánchez I., González González D., & García Llamas J.L. (2020). Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff. International Journal of Environmental Research and Public Health, 17(11), 3840. https://doi.org/10.3390/ijerph17113840
Gómez-Domínguez, M., Fonseca-Mora, M. C., & Machancoses, F. H. (2019). First and foreign language early reading abilities: The influence of musical perception. Psychology of Music, 47(2), 213–224. https://doi.org/10.1177/0305735617746734
Good, A. J., Russo, F. A., & Sullivan, J. (2015). The efficacy of singing in foreign-language learning. Psychology of Music, 43(5), 627–640. https://doi.org/10.1177/0305735614528833
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Habib, M., Lardy, C., Desiles, T., Commeiras, C., Chobert, J., & Besson, M. (2016). Music and dyslexia: a new musical training method to improve reading and related disorders. Frontiers in psychology, 7, 26. https://doi.org/10.3389/fpsyg.2016.00026
Helman, L. A. (2004). Building on the Sound System of Spanish: Insights from the Alphabetic Spellings of English-Language Learners. The Reading Teacher, 57(5), 452-460. https://www.jstor.org/stable/20205383
Jongejan, W., Verhoeven, L., & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology, 99(4), 835–851. https://doi.org/10.1037/0022-0663.99.4.835
Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six”. Australian Journal of Teacher Education, 39(12). http://dx.doi.org/10.14221/ajte.2014v39n12.10
Ley orgánica 3/2020 de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, núm. 340, 30 de diciembre, pp. 122868 a 122953 https://www.boe.es/eli/es/lo/2020/12/29/3/dof/spa/pdf
Ludke K.M. & Weinmann, H. (ed.) (2012). European Music Portfolio: A Creative Way into Languages - Teacher's Handbook. European Commission.
Marín, M. (2006). Alfabetización académica temprana. Lectura y Vida: Revista Latinoamericana de Lectura; Buenos Aires, 27(4), 30.
Mazariegos Osuna, R. (2021). Música gitana: propuesta de unidad didáctica intercultural para la E.S.O. [Trabajo fin de Máster] Universidad de Valladolid.
Ministerio de Educación y Formación profesional. Informe Pisa 2018. Resultados de lectura en España. https://www.educacionyfp.gob.es/inee/evaluacionesinternacionales/pisa/pisa-2018/pisa-2018-informes-es.html
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Orden de 15 de enero de 2021, por la que se desarrolla el currículo correspondiente a la etapa de Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad, se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y se determina el proceso de tránsito entre distintas etapas educativas. Boletín Oficial de la Junta de Andalucía, 7, de 18 de enero de 2021, 2-223. https://www.juntadeandalucia.es/boja/2021/507/BOJA21-507-01024.pdf
Paquette, K.R. & Rieg, S.A. (2008). Using Music to Support the Literacy Development of Young English Language Learners. Early Childhood Education Journal, 36, 227–232. https://doi.org/10.1007/s10643-008-0277-9
Sánchez-Vizcaíno, M. C., & Fonseca-Mora, M. C. (2019). Videoclip y emociones en el aprendizaje de Español como Lengua Extranjera. Círculo de Lingüística Aplicada a La Comunicación, 78, 255-286. http://dx.doi.org/10.5209/CLAC.64381
Ruhela, R. (2014). The pain of the slow learners. Online International Interdisciplinary Research Journal, 4(4), 193-200.
Snyder, E., Witmer, S. E., & Schmitt, H. (2017). English language learners and reading instruction: A review of the literature, Preventing School Failure: Alternative Education for Children and Youth, 61(2), 136-145, https://doi.org/10.1080/1045988X.2016.1219301
Standley, J.M. (2008). Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis. Update: Applications of Research in Music Education, 27(1), 17.32. https://doi.org/10.1177/875512330832227
Strattman, K., & Hodson, B. W. (2005). Variables that influence decoding and spelling in beginning readers. Child Language Teaching and Therapy, 21(2), 165-190. https://doi.org/10.1191/0265659005ct287oa
Tegge, F. (2018). Pop songs in the classroom: time-filler or teaching tool? ELT Journal, 72(3), 274-284. https://doi.org/10.1093/elt/ccx071
Thornbury, S. (2017). 30 Language teaching methods. Cambridge: Cambridge University Press.
Toscano-Fuentes, C. M., & Fonseca-Mora, M. C. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera.
Toscano-Fuentes C.M. y De Vega, C. J. (2018). Music videos in primary English class for the improvement of reading fluency. Tejuelo. Didáctica de la Lengua y la Literatura, 28, 43-66 https://doi.org/10.17398/1988-8430.28.43
Underhill, A. (2005). Discovery toolkit: sounds in isolation. Sound Foundations: Learning and teaching pronunciation (p. 2-132). Macmillan.
Venezky, R. L. (2005). ¿Qué es alfabetización? Vocabulario de lectura escritura (1). Lectura Y Vida, 26(1), 62.
Bernal, J., Epelde, A., Gallardo, M. A., & Rodríguez, A. (2010). La Música en la enseñanza-aprendizaje del inglés. CIDd: II Congrés internacional de Didàctiques, (pp. 1-5). Universidad de Granada. https://tinyurl.com/47w4vkbf
Calatrava, M. C. (2008). La enseñanza de idiomas a través de la música. Revista Digital Innovación y Experiencias Educativas, 13, 1-10.
Castellanos, L. F., & Garzón, Y. M. (2013, June). El uso de canciones en inglés para favorecer el desarrollo de habilidades de comprensión. [Tesis de Máster, Universidad de Bogotá]. UniLibre. https://tinyurl.com/5dpbkzfb
Chuang, H.-K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44(1), 97–119. https://doi.org/10.1177/1086296X11431157
Decreto 111/2016, de 14 de junio, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía. Boletín Oficial de la Junta de Andalucía, 122, de 28 de junio de 2016, 27-45. https://www.juntadeandalucia.es/boja/2016/122/BOJA16-122-00223.pdf
Denizci, C. (2022). Multimodal Differentiation for Allophone Pupils in First Language French Classroom. Education Quarterly Reviews, 5 (2). Current Education Research in Turkey, 417-428
Durgunoğlu, A.Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204 https://doi.org/10.1007/s11881-002-0012-y
Dussling, T. (2020). English Language Learners’ and Native English-Speakers’ Spelling Growth after Supplemental Early Reading Instruction. International Journal of Education and Literacy Studies, 8(1), 1-7. https://doi.org/10.7575/aiac.ijels.v.8n.1p.1
Fernández-Corbacho, A. (2021). Aprender a leer en una lengua extranjera en educación primaria. Servicio de Ediciones Universidad de Huelva.
Fernández-García, A., & Fonseca-Mora, M. C. (2019). EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience. Language Teaching Research, 1-17. https://doi.org/10.1177/1362168819891868
Ferraz, I., Pocinho, M., Pereira, A., & Pimenta, A. (2015). Phonological Awareness Program: A longitudinal study from Preschool to 4th Grade. In SHS Web of Conferences (Vol. 16, p. 01002). EDP Sciences
Foncubierta, J. M., Machancoses, F. H., Buyse, K., & Fonseca-Mora, M. C. (2020). The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Frontiers in Neuroscience, 14, 399. https://doi.org/10.3389/fnins.2020.00399
Fonseca-Mora, M. C. (2015). Beneficios del entrenamiento musical para el aprendizaje de una lengua extranjera. Revista Electrónica Complutense de Investigación en Educación Musical, 12, 29-36.
Fonseca-Mora, M. C. (2016). Music and language learning + How music affects us. In M. C Fonseca-Mora, & M. Gant (Eds.), Melodies, Rhythm and Cognition in Foreign Language Learning (pp.1-31). Cambridge Scholars Publishers.
Fonseca-Mora, M. C., Toscano-Fuentes, C., Foncubierta, J.M., & Ávila, J. (2016). Melodies, rhythm and cognition in foreign language learning. Cambridge Scholars Publishing. Cambridge Scholars Publishers.
Fonseca-Mora, M. C., & Fernández-Corbacho, A. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada, 30(1), 166-187. https://doi.org/10.1075/resla.30.1.07fon
Fonseca-Mora M.C., Jara-Jiménez P. & Gómez-Domínguez M. (2015). Musical plus phonological input for young foreign language readers. Frontiers in Psychology, 6, 286, 1-9. https://doi.org/10.3389/fpsyg.2015.00286
Fundación Secretario Gitano. (2013). El alumnado gitano en secundaria: un estudio comparado. Ministerio de Educación, Cultura y Deporte. Secretaría General Técnica.
Garrison-Fletcher, L., Barrera-Tobon, C., Fredericks, T., Klein, E., Martohardjono, G., O'Neill, E., & Raña, R. (2008). Desarrollo de la alfabetización entre los estudiantes latinos de la ciudad de Nueva York. Actas del XV Congreso Internacional de ALFAL (pp. 1-27)
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching, 9(6), 123-133.
Goig Martínez R., Martínez Sánchez I., González González D., & García Llamas J.L. (2020). Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff. International Journal of Environmental Research and Public Health, 17(11), 3840. https://doi.org/10.3390/ijerph17113840
Gómez-Domínguez, M., Fonseca-Mora, M. C., & Machancoses, F. H. (2019). First and foreign language early reading abilities: The influence of musical perception. Psychology of Music, 47(2), 213–224. https://doi.org/10.1177/0305735617746734
Good, A. J., Russo, F. A., & Sullivan, J. (2015). The efficacy of singing in foreign-language learning. Psychology of Music, 43(5), 627–640. https://doi.org/10.1177/0305735614528833
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Habib, M., Lardy, C., Desiles, T., Commeiras, C., Chobert, J., & Besson, M. (2016). Music and dyslexia: a new musical training method to improve reading and related disorders. Frontiers in psychology, 7, 26. https://doi.org/10.3389/fpsyg.2016.00026
Helman, L. A. (2004). Building on the Sound System of Spanish: Insights from the Alphabetic Spellings of English-Language Learners. The Reading Teacher, 57(5), 452-460. https://www.jstor.org/stable/20205383
Jongejan, W., Verhoeven, L., & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology, 99(4), 835–851. https://doi.org/10.1037/0022-0663.99.4.835
Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six”. Australian Journal of Teacher Education, 39(12). http://dx.doi.org/10.14221/ajte.2014v39n12.10
Ley orgánica 3/2020 de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, núm. 340, 30 de diciembre, pp. 122868 a 122953 https://www.boe.es/eli/es/lo/2020/12/29/3/dof/spa/pdf
Ludke K.M. & Weinmann, H. (ed.) (2012). European Music Portfolio: A Creative Way into Languages - Teacher's Handbook. European Commission.
Marín, M. (2006). Alfabetización académica temprana. Lectura y Vida: Revista Latinoamericana de Lectura; Buenos Aires, 27(4), 30.
Mazariegos Osuna, R. (2021). Música gitana: propuesta de unidad didáctica intercultural para la E.S.O. [Trabajo fin de Máster] Universidad de Valladolid.
Ministerio de Educación y Formación profesional. Informe Pisa 2018. Resultados de lectura en España. https://www.educacionyfp.gob.es/inee/evaluacionesinternacionales/pisa/pisa-2018/pisa-2018-informes-es.html
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Orden de 15 de enero de 2021, por la que se desarrolla el currículo correspondiente a la etapa de Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad, se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y se determina el proceso de tránsito entre distintas etapas educativas. Boletín Oficial de la Junta de Andalucía, 7, de 18 de enero de 2021, 2-223. https://www.juntadeandalucia.es/boja/2021/507/BOJA21-507-01024.pdf
Paquette, K.R. & Rieg, S.A. (2008). Using Music to Support the Literacy Development of Young English Language Learners. Early Childhood Education Journal, 36, 227–232. https://doi.org/10.1007/s10643-008-0277-9
Sánchez-Vizcaíno, M. C., & Fonseca-Mora, M. C. (2019). Videoclip y emociones en el aprendizaje de Español como Lengua Extranjera. Círculo de Lingüística Aplicada a La Comunicación, 78, 255-286. http://dx.doi.org/10.5209/CLAC.64381
Ruhela, R. (2014). The pain of the slow learners. Online International Interdisciplinary Research Journal, 4(4), 193-200.
Snyder, E., Witmer, S. E., & Schmitt, H. (2017). English language learners and reading instruction: A review of the literature, Preventing School Failure: Alternative Education for Children and Youth, 61(2), 136-145, https://doi.org/10.1080/1045988X.2016.1219301
Standley, J.M. (2008). Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis. Update: Applications of Research in Music Education, 27(1), 17.32. https://doi.org/10.1177/875512330832227
Strattman, K., & Hodson, B. W. (2005). Variables that influence decoding and spelling in beginning readers. Child Language Teaching and Therapy, 21(2), 165-190. https://doi.org/10.1191/0265659005ct287oa
Tegge, F. (2018). Pop songs in the classroom: time-filler or teaching tool? ELT Journal, 72(3), 274-284. https://doi.org/10.1093/elt/ccx071
Thornbury, S. (2017). 30 Language teaching methods. Cambridge: Cambridge University Press.
Toscano-Fuentes, C. M., & Fonseca-Mora, M. C. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera.
Toscano-Fuentes C.M. y De Vega, C. J. (2018). Music videos in primary English class for the improvement of reading fluency. Tejuelo. Didáctica de la Lengua y la Literatura, 28, 43-66 https://doi.org/10.17398/1988-8430.28.43
Underhill, A. (2005). Discovery toolkit: sounds in isolation. Sound Foundations: Learning and teaching pronunciation (p. 2-132). Macmillan.
Venezky, R. L. (2005). ¿Qué es alfabetización? Vocabulario de lectura escritura (1). Lectura Y Vida, 26(1), 62.
Published
2022-12-02
How to Cite
García-Carmona, S., & Fernández-Corbacho, A. (2022). Music as an enhacer of EFL spelling skills in diverse secondary classrooms . Linguo Didáctica, 1, 56-81. https://doi.org/10.33776/linguodidactica.v1.7492
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