| It's Not Just Teenagers Who Love Music | | | | activities |
| This is an excellent question in addition to being a | | | | An additional point is to exercise some discretion in the |
| somewhat "HOT" topic. It's not just teenagers who | | | | selection of music types, artists and songs to be used. |
| love music either, but almost any language learner | | | | Not all music forms selected by or listened to on the |
| group or profile will be highly impacted by the use of | | | | part of teens, for example, are suitable classroom use |
| music in the EFL / ESL and foreign language learning | | | | choices. |
| classroom. Use music with teens to lower their | | | | EFL Teachers Can Exercise More Control |
| "Affective Filters" (Krashen-Terrell, 1984), get and hold | | | | Since we know that music alters the active state of |
| their attention. By don't restrict the use of music to just | | | | the brain's waves, EFL and other foreign language |
| "sing-alongs", lip-sync or "Karaoke" type activities. | | | | teachers can exercise more control over their EFL / |
| A Critical Key | | | | ESL classrooms and learners with well-thought-out use |
| One critical key here, in my opinion, is to use music in a | | | | of different types of music at different times. I went |
| variety of other ways with teens (and other learner | | | | into this in much greater detail in a series of articles |
| profiles). | | | | published on using music in the English or foreign |
| In the EFL / ESL and foreign language learning | | | | language learning classroom. |
| classroom teachers can use music to:o control length | | | | We'll continue to discuss applications for the use of |
| of activitieso set the mood and tone of the classo as | | | | music in the EFL /ESL ad foreign language learning |
| background to the class environmento help to calm | | | | classrooms in upcoming article posts. |
| unruly learnerso stimulate fast-paced EFL practice | | | | |