Música como instrumento de ensino de língua inglesa

Abstract

Music has a high potential for use as a tool for teaching the English language, since songs are cultural expressions and can be previously analyzed by the teacher before being worked with the students, mainly because they are texts with greater potential for engagement for study, since in addition to having rhythm, they are also capable of capturing more attention than simple written texts, as well as portraying current cultural aspects. The present research adopted as its general objective to explore how music can be an interesting tool in the construction of knowledge in the teaching of the English language, promoting a better development of reading skills in this language, and as specific objectives: To identify the main theories and approaches that support the use of music in the teaching of the English language; to analyze practical examples of how music has been integrated into the teaching of English in different educational contexts; and to evaluate the benefits and challenges of using music as a tool for learning the English language, considering aspects such as student motivation, vocabulary acquisition, fluency and listening comprehension. The methodology used was qualitative exploratory research, of a bibliographic nature, carried out from the careful collection and analysis of information, concepts and data relevant to the analysis of policies and the elaboration of recommendations, in addition to using existing sources, it allows a detailed and comprehensive analysis of the topic of study, using as a basis the research of Adkins and Estefan (1997), Engh (2013), Afriyuninda and Oktaviani (2021), Snaini and Aminatun (2021) and Lund (2023). The results of the literature review demonstrate that music plays a relevant role in the development of language skills, such as pronunciation, vocabulary and listening comprehension, and associated with this, music has the ability to emotionally engage students, which can be a determining factor in learning retention, especially when combined with interactive and collaborative activities. These aspects show that the use of songs can overcome traditional methods by bringing cultural and contextual relevance to classes, but it highlights the need to provide pedagogical support to educators so that they can integrate music effectively into their practices, maximizing its impact on students' communication skills.