Browsing by Author "Hovinen, Annika"

The aim of this study was to find out how teachers use songs as a means to support learning a new language in preparatory education. The purpose was also to examine their reasoning behind using songs in their teaching. The research problem arises from the need to consider the different ways in which newly arrived pupils can be supported in the beginning of learning a new language. According to previous studies, music has a positive impact on language learning. However, there is a need for further study of using songs as a means to support language learning in Finland and especially in Finnish preparatory education. The study was carried out applying a phenomenological approach. Research data was collected by interviewing eight teachers who had experience in using songs in preparatory education. Research data was analyzed using methods of qualitative content analysis. On the basis of this study, the different ways of using songs in supporting language learning in preparatory education form a wide and inventive array of teaching methods. The reasoning behind including songs in preparatory education was mostly linked to the views the teachers had concerning the positive effects of using songs, which were in many cases influenced by the positive experiences they had using songs in teaching. In some cases, the reasons were linked to positive experiences the teachers themselves had in connection with language learning and songs. The reasons could be divided into those that were directly linked to language learning and those that were linked to the overall well-being and growth of students or creating a pleasant atmosphere in the classroom. Using songs was seen as an affective and quick way to learn new vocabulary and phrases. The teachers’ views reflected the idea that language learning is a process that cannot be separated from everything else that is happening in the classroom. The role of music in increasing school satisfaction and dealing with emotions was considered as very important. The teachers’ views were in this sense in line with previous studies concerning the ways in which singing indirectly affects language learning.