Resumen de Pop songs in the classroom: time-filler or teaching tool?
Teachers frequently recommend pop songs on websites and in experience-based articles to foster L2 acquisition. Such a positive stance contrasts with a scarcity of musical activities in published materials for adult learners and the small number of empirical studies investigating the use and usefulness of songs in L2 teaching. Consequently, pedagogical choices and their implementation depend mainly on the course instructor. This article reports on the findings of an international survey exploring teachers’ beliefs about and teaching practices involving songs in the classroom. The findings reveal that informants often use songs as part of a purposeful and diverse teaching unit and based on reasoning that frequently reflects findings in cognitive-psychological research. However, song use can be impeded by a lack of official materials and support from other stakeholders.
