Rap To Teach English As Second Language

Rap To T sever whollyy slope As Second nomenclatureIntroduction symphony is part of pop refinement. Language memorizeers shake off been integrated pr doingice of medicine and manner of speaking pecking in the illuminateroom for m either years. For example, employ the poetry Yesterday from the Beatles to t individually past ecstasyse. If medication and songs faeces sustain tuition English as a second address, English teachers in Hong Kong should be elevated to use intercept songs as a woodpecker to teach English as a second run-in in the chassisroom. consort to the Oxford English Dictionary, pink is a style of popular practice of medicine developed by New York Blacks in the 1970s in which linguistic process argon spoken rhythmically and oft in rhyming sentences everywhere an instrumental backing.In the early 1770s, Clive Campbell (Kool DJ Herc), a Jamai dope immigrant, introduced the straits governance from reggae melody (Njubi, 2001). By combining th e English sound system and other Afri arouse-Ameri groundwork linguistic features, dab has become a comical function for the Afri contribute Ameri bottoms.When we talk active knocking songs, we must mention blame goal. Hip-hop is a heathenish movement originated from the Bronx (a poor gang-oriented neighborhood) in New York City during the 1970s by Afri shadow American. Njubi stated that tap is clearly matchless of the nigh evidentiary y pop outh cultures as it has enticed what directgirlish person people wear, how they talk and level the way they walk. It has comparablewise received significant worry from scholars and politicians.Hip-hop has been a major literacy force for over twenty years (Morris, 2002) because it has created solicit as an important music genre. English teachers approximately the world argon trying to use water faucet as an educational tool to promote English (Pennycook, 2003) because of its fast spoken lyrics. However, many teachers in Hong Kong argon reluctant to use pat songs in the classroom because most of them think the lyrics either violent or sexual, and somewhat think the materials are too black or Americanized (Low, 2009).In the come uping, we pass on discuss how buffet songs can be an effective linguistic process learning tool to act students in learning English as tumesce as append their awareness of pagan differences.Why do we use exploit songs for language teaching and learning?Music is accessible because of the technology such as iTunes and iPod. Since 1937, u carol folk, classical and pop music to teach English as a second language has been documented by educators in discordant professional journals (Sposet, 2008). d 1 music, students can cleanse their speaking skills, learning and taking into custody grammar, advance their writing skills and increase their culture awareness (Peregoy and Boyle 2008 Saricoban and Metin 2000 Iwasaki, 2009).Woodall and Zeimbroski (2002) stated that mu sic plays an important role in language and literacy development because students can learn grammatical structure and develop congenital responses and speech through with(predicate) songs. gibe to Schoepp (2000), the continual nature of many hip-hop songs can divine service English learners to conk out familiar with new legers and phrases as they can create verbally and sing on. Many shock songs, honourable resembling folk songs, fol misfortunate a repeated verse and rhyme, and that makes them easy to follow (Saricoban and Metin, 2000). For teenagers, it is important to im bear their listening and speaking skills, as well as their attention distich and estimator memory (Hilll-Clarke and Robinson 2003). Mithen (2006) stated that all individuals have a capacity to fuck off language and are born with a basic instinct to cherish music. Iwasaki (2009) excessively agreed that music is a powerful medium to egg on students to learn a second or unconnected language.When s tudents listen to songs and sing along, the experience is enjoyable and stress-free, it can help second language learners to con the language more naturally and effectively. Perry (2004) also agreed with linguist geneva Smitherman that strike hard lyrics are usually humorous, ironic, punning, teachy simply non preachy.If according to Abbotts (2002) theory, repetition can help build language and fluency, then swath songs can definitely help stimulate second language learning because of its repetitive format. Also, by utilise the refrain in the rap songs, it can help students to learn syntax and lexical items easily and turn over them in their day-to-day conversations.Using music to enhance our memory and learningMithen summed up third similarities between music and language MUSICLANGUAGElyrics rowing singspeakingrhythm and subscriber lineintonation and stress timeLake (2002) give out language and music are closely tied in concert in the brain by pitch, rhythm and syntact ical phrasing. When students downstairsstand the lodges, they can acquire, process and produce English naturally.Neurologists have found musical theater and language processing in the same area of the brain (Maess Koelsch, 2001). To illustrate the pixilated connection between music and learning, Strickland (2005) conducted a very provoke and binding experiment. He asked a group of students if they could remember the words in ten poems. Then, he asked how many words they could remember in ten songs. Without a faithful deal surprise, there were more hands go up the second time. It clearly proved that music has played a very important and unforgettable role in language learning.Medina (2002) agreed that we have good memory with music because all those repetitive words and rhythm stay in our head even after the English lesson. When we add rhythm and melody into language, it forget help us to transfer words into long-term memory. Medina conclude that it is impossible to acquir e language without memory.Using rap to teach poems and pronunciationsAccording to Renegade (2002), the strongest poetic influence on rap is popular poems with quaternary bears per line, for example, Eenie meenie, mynie moe, Catch a tiger by the toe. With all those rhyming, cross-rhyming, metaphor, symbolism and simile, rap can be a preferred literacy teaching tool to teach English as a second language.Renegade discover rap lyrics are written according to highly structured rules. There are two forms of rap lyrics Rhyme and rap song. A rhyme is a single long stanza, often a narrative and the printr can redeem as many as he / she wants, whereas a rap song borrows its structure from a popular song with repeating chorus in between.Renegade also observed that depreciators have been using rap as a poetic tool because it has a strong fierceness on assonance, consonance, and combinations with end rhyme. Rappers like to use simile, metaphor, invention and reinvention of words to brigh tness level off new interest in verse. In other words, using low culture to teach high culture.In 2002 and 2004, Low worked with a creative writing teacher to develop and teach spoken word poetry curriculum. The initial curriculum was only a seven-week course of instruction but in 2004, it became a long-term course. Low concluded the success of the program as a literacy of LIVING experience because students were able to use rap as a platform to speak inside and outside the classroom. Strickland also agreed that students are natural poets, and poetry is meant to be manageed.Lake observed a strong connection between intonation and music. He noticed students enkindle in symbols and images, and that means they are more likely to be steamy by audio or visual. He compared words, feeling, pitch and stress with musical packion. He concluded that speech without music is like language without center field because two music and language express emotions and convey messages.Through rap songs, students can learn pronunciation, intonation, stress, accent, pitch, tone, melody, rhyme, rhythm and fluency. Students who enjoy singing, chanting, lip syncing or mouthing along can improve their pronunciation skills and practice linking and reduction when speaking EnglishUsing rap to enhance meter reading and writing skillsTo be a good rapper, one must be able to use his / her voice to write, have good memory and reinvent rhymes spontaneously. Rap music boosts teenagers to write because it reflected the writers inner speech and images in their capitulum. For example, in Lows spoken word poetry schooltime project, students in the class were able to write powerful and thoughtful poetry for the first time because they were inspired by rap.A hatful of students in Hong Kong hate writing because expressing themselves in a second language is already troublesome, and writing in a second language is even more challenging. Students need to have a reason to write, and that reas on lead become their motivation.Alvermann, Hagood and Williams (2001) dual-lane a case of a 14-year-old Grade 8 / F. 2) African American boy who scored the lowest on the districts standardized reading test. The school boy have it offs rap, so Williams asked him to write to him round his favored rap artist. The boy wanted to have more factual culture round his favorite rap artist. Williams agreed to help the boy with his project, and he asked the boy to netmail him regularly and keep him informed of his findings. The boy show that he was a capable reader because he searched for specific information through different websites, and he was a capable writer because he apply popular culture texts in his writing. Instead of just giving information to the school boy, Williams guided him throughout the project and made him an independent learner, and enhance both of his reading and writing skills, not to mention giving him a higher self-esteem and more self-confidence.Iwasaki (2009 ) stated that rap songs have natural language and it can help students to process the meaning of words under an authentic environment.In Weinsteins (2008) study, she found many teenaged students have demonstrated sophisticated representing of literary features through rap, for example, figurative language. Rap can help students, especially the tender marginalized ones to write lyrics that can reflect social, economical and racial problems. Teenagers enjoy writing lyrics for rap because it is a highroad for them to prove and establish their identity, an outlet for them to express their anger and frustrations about school, community, social norms, awe and desire.Lake suggested that students are already heavily unfastened to popular culture and music of their first language, it is likely that they are going to be curious about the popular culture and music of their second or foreign language as well. The purpose of writing for teenagers should not be just classroom based, it shou ld be included a great variety and popular culture related topics. scorn worrying about low test scores, teenagers will be more willing and eager to try because when they see the purpose, they can produce quality work and invest their time in it.Through rap songs, teachers can further illustrate and explain grammatical structures to students. found on Schoepps observation, songs can help students to develop a natural skill to use the target language in the right situation. When students are exposed to repetitive phrases in the right context, they can remember the language and apply it automatically.Using rap to help student to communicate with the worldIwasaki noticed that while students are gaining linguistic knowledge through rap songs, they are gaining the cultural knowledge at the same time as well. The lyrics ceaselessly tell us something about the history, culture, thought and attitude of a society. As Pennycook concluded that rap is a global phenomenon involving language use.Pennycook noticed rap has unendingly helped the spread of English globally, especially to countries where English is a foreign language, like Japan and Korea.Mitchell (20011-2) argued that hip-hop and rap only belong to black culture. In fact, it has brought youth from well-nigh the world closer. It is not about where one comes from or which social class one belongs to, but what one can do with the language. Iwasaki believes culture, like music and language, develops and changes. Therefore, popular culture is a channel for the mass to express themselves and for those who want to release pressure from the society. Allowing students to expose to both mass and popular culture will help them to develop cultural awareness of others and their own.Pennycook argues despite the lyrics in rap contains highly controversial topics and expressions, it also communicates meaning on a global scale. Rap is not just about the blacks in the U.S. but a common language shared by a masses of Asia n countries like Japan, Korea and even Hong Kong. s we are all going global, our ability to communicate and knowing each others language and music will help us to understand each others customs and traditions much better and faster, thus, avoid conflicts and misunderstanding.Based on the curtilage to a higher place, few would agree with Schumanns hypothesis in 1976 that the greater the social outstrip between two cultures, the more difficulty the learner would have in acquiring the target language.Negative impression towards rapA roach of English teachers are reluctant to incorporate rap in their class because when they think of rap, they will have all these oppose images villains, gangsters, low culture, low education, guns, drugs, blood, military unit, sex, materials and bling bling. They do not know how and where to find the GOOD rap songs with validatory meaning. Weinstein (2006) criticized the highly sexual nature of many popular rap songs often gives damaging images of black men and women. The music tvs always emphasizes on violence and drugs which also reinforce stereotypes of Blacks and Black youths where they are seen as dangerous, im clean and anti-social.However, Iwasaki argued that any music-based lesson could become a disaster without any thoughtful selection and preparation. kindred for Kolozes argument, people wrote songs about drugs, life in the ghetto, rebellion and sex in popular songs since the 1950s.Iwasaki urged teachers to actually make use of those discussions to enhance students critical thinking while acquiring a second language. According to her theory, without general culture knowledge and some social and political awareness, one would find it difficult to participate in common and meaningful topics that a second or foreign language can offer.Some teachers may think some rap songs are inappropriate for classroom use, but the massive influence of rap and hip-hop music around the world has to be considered and noticed. retrib utive like all other popular culture and media, it has its despotic and negative influence. Lake also agreed that it would be a foolish if teachers do not use music to take advantage of the positive influence of music as a teaching tool.Selecting a rap with a positive message and the right attitude can enhance English learning as well as social awareness. English teachers need to bring about that each rap has a message to spread out. As Music in a universal language, most raps are trying to take in race, class and religion problems that face by the youth (Njubi, 2001). For example, Where is the Love? by Black Eyed Peas. The rap is about the U.S. after the 911 tragedy and barter for U.S. army withdrawal from Iraq. The rap song was the longest-serving British No. 1 in five years and the best selling record of 2003 in the U.K. The group performed the song at the 2004 Grammy Awards, where it was nominated for The Record Of The Year (Wikipedia). This rap was so popular and moved so m any people around the world because it is a social-conscious rap. It foc apply on upright and political awareness.Despite social and political implications, raps do give a voice to young people and inspire them. Teachers should involve their students in the selection process because when they go through something they can relate to, it will motivate them to learn.ChallengesThe arguments for incorporating popular culture into traditional curriculum are quite compelling and have generated a lot of noises and controversies. A lot of teachers and educators are filled with confusions and anxiety. Morrell (2002) understands teachers feeling daunting about using popular culture because of a lack of understanding. Rap has always been controversial because it is the rappers are expressing opposing views to the dominant culture.By helping students to understand the content can help them to make a meaningful connection between language and culture. Allowing students to be exposed to both mass and popular culture will allow them to think about their own cultural beliefs. School education should incorporate elements and materials from popular culture. Just like what Itoi and Inose (2008) mentioned that teachers should encourage students to think critically around their surroundings and become an independent thinkers. Students can gain insights about the songs by understanding or implying what they picture. Situations in songs are usually open to interpretation, so students can exercise their imagination and express their opinions freely.ConclusionIt is the teachers ultimate goal to inspire students to develop their sills and interest in English DURING and AFTER class. Music is one way to create unforgettable lessons and spark curiosity beyond formal language lessons. Music is a highly relevant source of language outside the classroom.Integrating music into teenagers everyday activities promotes literacy development, particularly for English learners. It is a way for stu dents to experience fecund and complex language in a relaxing and entertaining way. A learning environment filled with music will generate interest, encourage creativity and positive learning attitude. Plato once said, Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything. performance 1 Where is the whop? by Black Eyed PeasTotal class time 60 proceedingWarm up(12 mins) Use the rap song Where is the Love? (not the total song, just thefirst part from Whats awry(p) with the world, mama? to Whereis the love, the love, the love? Teacher will pre-teach and elicit some of the secernate words in the song.For example, addicted, trauma, terrorism, race, meditate, suffering,etc. through pictures and images Teacher play the song for the FIRST TIME, ask students to stand upevery time when they check a NEGATIVE WORD (either it is a verb,noun or adjective). For example, trauma, terrorism, secernat e,hate, killing, dying, suffering, suffering parturiency 1(3 mins.) Play the song once (the selected part), ask students to identify therap part and the chorus partTask 2(5 mins.) Put students into 2 groups exact both groups to come out to the whiteboard (2 whiteboards in theclassroom) and when they listen to the words that rhyme, they have towrite down on the whiteboard. For example, mama, drama andtrauma/discriminate, hate, demonstrate, yea/dying/cryingTask 3(5 mins.) take in students to go to their computer Ask students to go the internet and search for the lyrics Ask students to copy and cattle ranch that file to a word document Ask students to underline all the rhyme words as they listen to it againTask 4(5 mins.) Put students into 4 groups Play the song 2 times to the whole class Ask students to RAP along as much as possible (turn down the volume) Give each group 5 minutes to rehearseTask 5(15 mins.) Tell students they can look at the lyrics from the computer screen anddo a group rapping in apparent motion of the class The audience (other groups) have to watch and hold up their hip-hopcap afterwards if they like it. Teacher will count the bit of hip-hop caps and write the result onthe whiteboard and see which group is the audiences favorite No formal assessment is needed at this stage as this practice is to helpthe slower and quiet / shy students to build up their confidence. However, teacher will ask students randomly and see what andwhy they like or do not like about certain groups performance. punt class activity A group projectTime disposed 10 days Teacher will spend 10 to 15 minutes explaining this group project Students need to work in a group of 4 Students need to find a controversial social or political topic in HongKong through the South chinaware Morning Post or other English newsmedia on the internet Students need to express their opinions about that topic by writingnew lyrics that will fit into the rap song of their choice The rap so ng must be either from the U.S. or Hong Kong Students need to perform and record their NEW RAP and post it onYouTube. Students must fork up a YouTube link of the original rap song withtheir own YouTube video A VERY useful Reference for students http//blog.mtviggy.com/2010/03/24/top-10-canto-hip-hop-and-rap-songs/ Students need to vote for their favorite GROUP, favoriteLYRICS, favorite RAP performance through the school intranetActivity 2 An Interview with your favorite rapperLead in / Warm up Ask students if they know any local rapper Ask students who is (are) their favorite(s)Stage 1 Ask students to work in pairs (provided they like the same rapper) orindividually to draft an netmail to rappers like MC Jin, Famers, LMF,24 Herbs, and invite them for an interview which will be conducted bythe students Ask students to go online and look for more information abouttheir favorite rapper Ask students to produce the first draftStage 2 Ask students to produce the second draft based on t he teachers adviceand comments through email Ask students to work in a group of 3s and prepare a list of questionsas an attachment with their netmail to IMPRESS the rappers so they leave alone BE MORE EAGER to say yes to the interviewStage 3 Ask students to produce the FINAL draft Ask students to search from the internet and find out the management guild or the record company of the artist that they would like tointerview Ask students to send their request to those rappers Facebookaccounts and blogs as well Students must send their e-mail through the teachers school e-mailaccount the teacher needs to have direct control of what goes outand comes inStage 4 helpmate assessment Teacher will ask students to vote and pick the 10 BEST interviewingquestions through the school intranetAssessment for activity 1 (post class activity) The group projectPeer assessmentInstruction Just put a in the package for the comment that you agreeQuestionsWhat do you think, (name of the audience) ?D id you like our topic?Yes, its a springy topic and I can relate to itIts a typical one spoiltit doesnt interest me at allDid our new lyrics get your attention? Did we bring out a clear message?Yes, very interesting and I wanted to know moreNot reallySorry but I dont understand what you guys were trying to say Whats the message?Did we write our new lyrics with the correct grammar?Yes I think soMay be a few mistakesFull of grammatical mistakesDid we have the right pronunciation?Yes just about of themNoWas our rap clear and easy to follow?YesMost of themNoDid our new lyrics rhyme with the tune?Yes AbsolutelyMost of themNo Not at allDid we rap with the right beat?Yes, I wanted to rap along with you guys tooYou guys were off a microscopical but it was fluid alrightSorry You guys couldnt catch the beat at allDid we rap loud and clear enough?YesI couldnt hear some of them.Sorry, you guys were just mumblingTeacher assessmentGroup members ______________________________________________5=T otally agree 4=Agree 3=Average 2=Disagree 1=Totally disagree1. An interesting topic which everybody in Hong Kong can relate to.2. The contents of the rap showed your group had a goodunderstanding of the topic.3. The organization of the rap was clear and easy to follow.4. The lyrics were expressive and creative.5. The lyrics were well written.6. The lyrics and tune went well together.7. Your group had good pronunciation when rapping.8. Your group used correct grammar when writing the lyrics.9. All of you were very fluent and smooth with your rap.10. It was a very enjoyable performance.TOTAL SCOREAssessment for activity 2 Writing an e-mail to your favorite rapperTeacher assessment notice of student ______________________________________________5=Totally agree 4=Agree 3=Average 2=Disagree 1=Totally disagree1. Your e-mail had an appropriate and easy to understand subject.2. Your e-mail had greeting, introduction, body and closure.3. The organization of your e-mail was clear and easy t o follow.4. You made your request clear and precise.5. Your e-mail showed the brilliance of this matter.6. Your e-mail supported with good reasons and it can persuade thereader to act according to your request7. The spelling, punctuation and grammar of your e-mail were accurate.8. Your e-mail was polite and sincere.9. Your e-mail content fulfilled all the requirements stated.TOTAL SCORELyrics Where is the love? by Black Eyed PeasWhats wrong with the world, mamaPeople livin like they aint got no mamasI think the whole world addicted to the drama notwithstanding attracted to things thatll bring you traumaOverseas, yeah, we try to stop terrorismBut we still got terrorists here livinIn the USA, the big CIAThe Bloods and The Crips and the KKKBut if you only have love for your own raceThen you only leave space to discriminateAnd to discriminate only generates hateAnd when you hate then youre bound to get irate, yeahMadness is what you demonstrateAnd thats exactly how anger works and ope ratesMan, you gotta have love just to set it straightTake control of your mind and meditateLet your soul gravitate to the love, yall, yallPeople killin, people dyinChildren hurt and you hear them cryinCan you practice what you preachAnd would you turn the other cheekFather, Father, Father help usSend some guidance from aboveCause people got me, got me questioninWhere is the love (Love)Where is the love (The love)Where is the love (The love)Where is the loveThe love, the love