The main purpose of this term paper will be to discuss the positive and problematic aspects of songs for the EFL classroom, as well as to analyze the value of Elvis Presley’s “In the Ghetto” for the classroom, including the presentation of a lesson plan.
The first part will focus on theoretical aspects, including a definition and classification of songs, as well as their advantages and problems for the English classroom. The second part will turn to the practical example of the song “In the Ghetto” by Elvis Presley. In a first step the song itself will be evaluated, considering its chances for the classroom, as well as investigating its problematic elements. In a next step a lesson plan with a focus on expanding knowledge and enhancing skills and competences will be presented and analyzed.
Songs are part of the daily life of most people—including teachers and especially pupils—which helps to connect school life with the student’s free time. Even though songs are an effective and useful teaching tool in itself, English benefits even more from songs due to the fact that English is the dominant language of the music industry. However, songs are still not used very often in the EFL classroom and many of the main textbooks used in Germany only include parts of songs or offer songs as extra activities (e.g. Green Line 5+6). One of the main reasons for this might be the difficulty of choosing an appropriate song for the classroom since songs sometimes include problematic elements.
Table of Contents
1. Introduction
2. Theoretical Part
2.1. Definition and Types of Songs
2.2. Advantages of Songs for the EFL Classroom
2.3. Problematic Aspects of Songs for the EFL Classroom
3. Practical Part
3.1. Analysis and Evaluation of the potential of a song for the EFL classroom: “In the Ghetto”—Elvis Presley
3.2. Presentation and Analysis of a Lesson Plan: Elvis Presley “In the Ghetto”—The Vicious Circle of Poverty
4. Conclusion
5. Works Cited
Objectives and Core Themes
The primary objective of this paper is to examine the viability and effectiveness of using popular songs as pedagogical tools within an English as a Foreign Language (EFL) classroom, specifically addressing the balance between their motivational potential and inherent challenges. The paper explores the following thematic areas:
- Theoretical foundations and classification of songs in language learning.
- Benefits of song integration regarding student motivation and cultural awareness.
- Strategies for identifying and mitigating problematic elements like slang or non-standard grammar.
- Practical application of Elvis Presley’s "In the Ghetto" in a secondary education lesson plan.
- Development of critical thinking skills through discussions on social issues like poverty.
Excerpt from the Book
3. 1. Analysis and Evaluation of the potential of a song for the EFL Classroom: “In the Ghetto”—Elvis Presley
There are millions of songs—but not all of them are appropriate and/or useful for the EFL classroom. Significantly, the previous part has already provided us with a theoretical background on the selection of songs by presenting advantages and problems. In particular, these aspects will be applied in this part by analyzing the value of an example song for the EFL classroom. For this purpose a popular song was selected since their outcomes tend to be higher due to the real-life connection, while they also more often contain problematic elements as they are not written for the classroom. In particular, the song “In the Ghetto” by the American Rock ‘n’ Roll artist Elvis Presley from the year 1969 was chosen because the song clearly offers many possibilities for the classroom, whereas it also contains some debatable aspects.
One of the main reasons for using this song in the EFL classroom is its topic and the universality of the message. To be more precise, the song deals with the problem of poverty and, as the title suggests, life in the ghettos (cf. Appendix I). It is of interest for students since it depicts one of the major social problems of our current time. Although the song deals with poverty in a ghetto in Chicago in the 1960s and before, the topic itself is still up-to-date today in every country. Therefore, students should be familiar with it through television, newspapers, other subjects and from everyday life—even though they might not be affected themselves. As a consequence, it is important to increase the pupils’ knowledge about poverty, but even more so to make them aware of their own responsibility and their possibility to help.
Summary of Chapters
1. Introduction: This chapter introduces the role of songs in daily life and in the EFL classroom, highlighting the purpose of the paper: to evaluate the value of Elvis Presley’s "In the Ghetto" as a teaching resource.
2. Theoretical Part: This section covers definitions, classifications, advantages, and problematic aspects of using songs in foreign language teaching, emphasizing authenticity and student motivation.
3. Practical Part: This chapter transitions to the practical evaluation of "In the Ghetto" and presents a detailed lesson plan tailored for a tenth-grade class.
4. Conclusion: The concluding section summarizes that, despite potential grammatical challenges, songs like Elvis Presley’s "In the Ghetto" are highly rewarding for teaching social topics and enhancing language skills.
5. Works Cited: A comprehensive list of academic sources and materials used to support the research.
Keywords
EFL Classroom, Elvis Presley, In the Ghetto, Popular Songs, Language Teaching, Social Problems, Poverty, Lesson Plan, Vicious Circle, Student Motivation, Cultural Awareness, Listening Skills, Communicative Competence, Pedagogy, Secondary Education.
Frequently Asked Questions
What is the core focus of this research paper?
The paper evaluates the educational potential of using popular songs, specifically Elvis Presley’s "In the Ghetto," as a teaching tool in EFL classrooms to enhance student skills and competencies.
What are the primary themes discussed in the paper?
The study centers on the pedagogical advantages of music, criteria for selecting appropriate songs, the analysis of specific socio-economic themes in lyrics, and the practical application of lesson planning.
What is the main objective of the proposed lesson plan?
The lesson aims to help tenth-grade students engage with the complex issue of poverty, encouraging them to reflect on social responsibility and their role in society through critical analysis and discussion.
Which scientific methodologies are utilized in this work?
The author employs a theoretical framework regarding "dual coding" and song classification, followed by a practical analysis of song lyrics and the development of a structured, curriculum-aligned lesson plan.
What content is covered in the main body of the text?
The main body examines the definition of songs, benefits like increased motivation, potential pitfalls such as non-standard grammar, and a detailed step-by-step breakdown of a double-lesson module.
Which keywords best characterize this academic work?
Key terms include EFL Classroom, popular songs, poverty, pedagogical analysis, lesson planning, communicative competence, and cultural literacy.
How does the author address the issue of non-standard grammar in the song?
The author suggests that teachers should not exclude the song due to minor errors but rather use them as opportunities to make learners aware of the correct forms and standard English usage.
Why is the song "In the Ghetto" considered suitable for tenth-grade students?
The song is valued for its thematic universality regarding poverty, its clear storyline representing a "vicious circle," and its potential to spark meaningful classroom discussions despite its 1969 release date.
What is the role of the "fishbowl discussion" in the lesson plan?
It serves as an interactive method to encourage students to voice opposing views on poverty, helping them practice argumentation and listening skills while reflecting on the lyrics' message.
How does the suggested homework assignment foster creativity?
Students are tasked with rewriting the song’s story with a positive ending, requiring them to apply their understanding of the topic while maintaining the song's poetic style.
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- Stephanie Desoye (Autor:in), 2014, Songs in the EFL Classroom, München, GRIN Verlag, https://www.grin.com/document/1001001
