Chapter 1 Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning

Discuss and Reflect: Case Study 2

Using Songs to Engage Learners*

ACTFL/NCATE 3.a. Understanding Language Acquisition and Creating a Supportive Classroom; 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity; 4.b. Integrating Standards in Instruction; 4.c. Selecting and Designing Instructional Materials

TESOL/NCATE 2.a. Nature and Role of Culture; 2.b Cultural Groups and Identity; and 3.b.

Managing and Implementing Standards-Based ESL and Content Instruction

Mr. Kruse teaches French I and II at a suburban high school near a large Pennsylvania city. Most of his learners have had little, if any, experience with other cultures, nor have they interacted with foreigners who live in the area, except for visitors invited to the classroom. Their life experiences and their curiosity about and interest in other cultures are very limited, as evidenced in the few, mundane questions they ask when presented with a visitor from another country. While in France last summer, Mr. Kruse bought several CDs, one of which was an American Cajun recording that was then popular in France. In an attempt to stir his learners’ interest and to show French influence on American culture, Mr. Kruse decided to plan a lesson using one of the songs from this recording for his French II class of 24 students. The words to this song follow, in French and in English:

“Cajun Telephone Stomp” / “Cajun Telephone Stomp”
O bébé, j’avaisessayé / O baby, I tried
De causer aujourd’hui. / To talk to you on the phone today.
‘Y avaitquelquechosequiestarrivé / Something strange happened
Et moi, j’aicommencé d’être fâché. / And I started to get mad.
Sur le téléphone de l’autrecîté, / On the other end of the line,
‘Y avait une ‘titevoix mal enregistrée. / There was a little voice, a bad recording
“Après le beep,” c’estçaildit, / “After the beep,” that’s what it said,
“Laisse ton message, ‘yapersonneici.” / “Leave your message, there’s no one home.”
Quoi c’estça, ildit “le beep”? / What is this, it said “the beep”?
C’estpasCadien, ni poli, / That’s not Cajun, nor polite,
S’iln’est pas là, quoi faire savoix? / If no one’s there, why is this voice?
O yéyaille, moncoeurfait mal. / O yéyaille, it makes me sad.
Après dix fois avec cettevoixmaudite / After hearing that darn voice ten times,
Ç’acommencé de ma faire rire, / It started to make me laugh,
J’aioublié á qui je veuxparler / I forgot who I was calling
Et enfin, j’aiaccroché. / And finally, I hung up.

Source: Beausoleil Cajun Conja.

Mr. Kruse decided to construct his lesson in several steps. As you read his plans for the lesson, indicate which aspects of language learning you can identify based on your reading of this chapter.

1. First, he would play some of the music from the CD as students came into the class.

2. Then he would ask them what they knew about that kind of music. Had they ever heard it before? What did it remind them of? Did they know of any musicians who played it? Where did they think it came from?

3. Next, he would play the “Cajun Telephone Stomp” a second time, asking them to identify any instruments in it that they recognized; he’d play it again a third time asking students to write down words they understood; and he would play the song a fourth time asking them to use the context of the song to guess meanings of words they didn’t know but that seemed to be key words.

4. Then he would show an overhead of the song in French with all of the past tense verbs removed and ask the students to fill them in as he played the song for the fifth time; he would have the students write in the words they heard and try to figure out together how to form some past tenses.

5. Next, he would ask the class as a group to write a sentence on the board summarizing what the song is about, using the past tenses contained in it, and highlighting them as they read them from the board.

6. Finally, he would ask students to role-play calling someone and leaving a message in French at the beep.

7. As homework, he would ask the students to identify four Web sites related to Cajun culture by doing Google searches. The next day he would bring some materials he had gathered from Web searchescontaining stories from Cajun culture and engage the students in reading activities.

To prepare the case:

1. Find a music magazine in the target language and read some articles on modern music; read a briefhistory of Cajun culture and music or of the music characteristic of the target cultures that you teach (see Pastorek, 1998, as an example).

2. Listen to current hit songs by other recording artists who sing in the TL to explore their possible use to promote discussion and/or exploration of target language cultures.

3. If you teach or are planning to teach at the elementary or middle school level, you might go to the website where you will find a selection of children’s songs from Puerto Rico with music and accompanying games.

To prepare for class discussion:

1. Read the details of Appendix 1.2 (see Teacher’s Handbook Web site), Best Practices for World Language Instruction, developed by teachers in the Pittsburgh Public Schools. Which of those practices do you see evident in Mr. Kruse’s lesson?

2. Describe how you might incorporate additional best practices from Appendix 1.2 into a lesson you teach using another song.

3.Work with several classmates to compare songs in the TL that you have heard or with which you are familiar. Discuss ways in which you might use these songs with your students to accomplish various goals.

*We would like to thank Dr. Bonnie Adair-Hauck, Dr. Rick Donato, and Philomena Cumo-Johanssen for their design of the original version of this case study.