Music and Language Learning

Children learn to sing before they speak. An infant’s communication is a series of coos that communicate hunger, fatigue, alarm or pleasure. Further, a child’s mother can discern the child’s need based on pitch.
According to Krashen´s hypothesis, the affective filter, the monitor model and natural input are the components of his theory about music and language learning.
The affective filter hypothesis states that optimum learning occurs in an environment of high stimulation and low anxiety. According to the theory, the emotional state of the learner acts as a filter, which may pass or impede input needed for acquisition.
Another aspect of Krashen’s theory is the monitor model. In describing this model, he claimed that adult second language learners have two means for internalizing the target language.

The first is acquisition, an intuitive process of constructing the system of language. The second is a conscious process in which students pay close attention to form, rules and are clearly aware of the learning process. During acquisition, the input language students receive should be exposed to their own level of competency or just a bit more of the next level.
A third aspect of Krashen’s theory is defined as natural input. Given that each side of the brain represents different styles of learning, natural input is achieved differently by each individual learner. There are a few general conclusions about the functions of left and right brain learning that can be used to help relate to music.
Right brain people respond well to illustrated instructions and rely heavily on images in thinking or remembering. The left brain dominant individual is defined as being more verbally oriented and objective. They rely on language in thinking and tend to be analytical in their reading. Music uses both brain hemispheres. Emotion and language are one in a song, when coupled with a visual image, music can become a very powerful learning TOOL.
Similarly, speech therapists have been using music to help patients recover from strokes or accidents that effect their ability to speak. Speech without music leads to language without heart.
In conclusion, there is strong evidence supporting the use of music in the ESL classroom. Language and music are tied together in brain processing by pitch, rhythm and by symmetrical phrasing. Music can help familiarize students with connections and provides a fun way to acquire English.

By Bob Lake Reading Teacher for Savannah Technical College.