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R. Michael Medley, Ph.D. – Eastern Mennonite University

I have recently drafted a content-based textbook for English learners that teaches principles and skills for coping with difficult situations in life.  It is called resilience and is based on materials developed by my university’s program of Strategies in Trauma Awareness and Resilience (STAR).  The materials are premised on the idea that we need to appeal to and stimulate learners’ multiple intelligences.  To this end, I have included some music in almost every chapter of the book (there are 14 chapters).

In a content-based course like this one, it is important to use songs or instrumental music that are thematically related to the course content.  Some of the language may be beyond the range of students’ ability to (re)produce it, but in the context of the course, students can still work on comprehending the music and lyrics, taking them as matters for discussion.

For example, in a chapter that focuses on what trauma is, I have chosen to use a hopeful song, Ben King’s 1961 hit “Stand by Me.”   One interesting thing about this song is its longevity.  Not only was it a theme for the 1986 movie (Stand by Me), it has recently been recorded in bachata style by the US Latin pop singer Prince Royce (2010) and most  movingly by Playing for Change in a version performed by a team 35 musicians in about ten countries on their CD/DVD “Songs Around the World” (2009).

This way of using music seeks to insert several important effects into the classroom beside the fact that there is a simple chorus that is repeated many times, which even beginning level learners could reproduce (practicing the simple imperative “stand by me”).  These other effects include (1) the stimulation of positive, hopeful emotions, which is something language learners need in order to persevere in their long march to proficiency; (2) the theme of solidarity: we can accomplish these challenging tasks of language learning and surviving in a messy world if we stick together or stand by each other; (3) the realization that as language learners we are involved in a multi-cultural endeavor: no matter which cultures we belong to or attempt to bridge, we can harmonize and we can appreciate music in new and refreshing flavors.  As learners are encouraged to reflect on how the various musical styles convey the message, those class members who are already musically inclined will feel that they can make some important contributions to the class discussion.

Those whose musical sensibility is not so strongly developed will have a chance to develop their musical intelligence.

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