New Music Technologies: Platforms for Language Growth Through Content

1 

In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 

22-25 August 2012, Proceedings (pp. 1-5). © Research-publishing.net Dublin 2012 

New Music Technologies: 

Platforms for Language Growth Through Content 

David L. Brooks* 

Kitasato University, Minami-ku,Sagamihara, Japan 

Abstract. This educational showcase highlights some of the musical applications and 

devices that run them for adding music-related content and instructional activities to the 

foreign language (FL) classroom. Actual instructional uses for these mobile information 

and communications technology (ICT) devices such as the iPod, iPad, and iPhone, and 

music apps are introduced, and guidelines for what to consider in making program 

decisions for adopting such technology are given. Features of a classroom environment 

that supports language growth, creative self-expression, and increased intercultural 

competence are special considerations. 

Keywords: content-based instruction, music apps, music technology, content and 

language integration, CLIL. 

1. Introduction 

Music is a form of universal expression and communication that offers an emotionally 

satisfying, intellectually stimulating, and culturally uplifting vehicle for learning 

language. Music is individual and global, while ranging from seriously philosophical to 

outrageously fun. No doubt, it is also an important part of the lives of foreign language 

students. Yet, those who take a foreign language at university, especially a required 

course, may be disappointed to find the same tired approach to language teaching that 

has exhausted them with myriads of grammar rules and vocabulary words to memorize, 

and with content divorced from their own daily realities. However, when the essential 

elements of that foreign culture, i.e., the way people think, what they do, what they 

eat, and what they listen to – their music – are made available to the learners as objects 

to explore, they can become enthusiastic about learning the language through life and 

physical interaction with the other culture. 

The advent of content-based language units and courses into foreign language 

curricula is a welcomed development. Music is a special form of human communication 

* Contact author: mha00357@nifty.com 

UNC 

ORR 

ECT 

ED P 

ROO 

F

2 

David L. Brooks 

that has now become even more ubiquitous, a more accessible form of self-expression 

and social identity, and a more interactive mode of intercultural communication, thanks 

to innovations in technology. As a content area for learning a foreign language, music is 

an art form, a personal avocation, and a common cultural element. It affords teachers the 

opportunity for interdisciplinary thematic approaches that are historical, anthropological, 

literary in viewpoint, and that apply the principles of musicology and musicianship 

to the language learning experience, while also being intrinsically motivating. The 

myriad of forms of musical expression open up possibilities for exploration of music’s 

interrelationship to language with its traditions of narrative, poetic, and theatrical genres, 

and for delving into a deeper examination of intercultural values. It is not necessary to be 

a musician or music teacher to take advantage of music’s attraction and its power to elicit 

emotional and intellectual engagement. The emergence of new mobile communication 

devices and interactive media technologies have expanded the classroom’s boundaries 

beyond the walls of the school building, permeating into students’ lives well beyond the 

classroom, where music occupies a large space. 

2. Methodology 

This educational showcase highlights some of the musical applications and devices 

that run them for adding music-related content and instructional activities to the FL 

classroom. Actual instructional uses for these mobile ICT devices such as the iPod, 

iPad, and iPhone, and music apps will be introduced and guidelines for what to consider 

in making program decisions for adopting such technology will be given. Features of 

a classroom environment that supports language growth, creative self-expression, and 

increased intercultural competence are of special considerations. In addition, provisions 

for successful integration of music content and skills into the language curriculum 

development will be addressed. Those with a strong interest in music or those wanting 

experience in the use of these forms of mobile technology for language teaching have 

a wide range of instructional tools and techniques to choose from. 

3. Instructional focus 

The rapid emergence of new mobile communication devices and interactive media 

technologies has expanded the classroom’s boundaries beyond the walls of the school 

building, permeating into students’ lives well beyond the classroom. Addressing instruction 

that supports language growth, and creative self-expression is a special consideration. 

A major focus is on ascertaining the factors conducive to developing intercultural 

competence via music-related content through the use of computer tools, and computer 

mediated communication technology, as well as the voice, body and instruments. 

Developing cognitive skills and fostering academic growth are important facets of 

the content-based foreign language course in music. While learning strategy instruction 

UNC 

ORR 

ECT 

ED P 

ROO 

F

3 

New Music Technologies: Platforms for Language Growth Through Content 

is primarily focused on language, it is also the responsibility of all teachers of any 

students and especially at the college level to teach learners to use their minds. Language 

teachers in content-based courses can teach EFL students to think critically, to reason 

logically, to employ fluency, creativity and flexibility in their mental processes, to 

establish habits of mind that help them infer the main ideas, draw conclusions, and 

summarize effectively. 

Clearly there is strong overlap with these goals and learning strategy instruction. 

Yet there should be definite plans for teaching these skills through directed instruction, 

modeling, think-aloud activities (verbalizing one’s own thinking process), and cognitive 

organizational techniques, such as mind mapping, semantic threads, brainstorming, 

graphic organizers, recognition of discourse markers and patterns of logical discourse. 

Recognizing and validating cross-cultural differences in situated cognition (Oxford, 

1990, p. x), the notion that the development of knowledge is defined, framed and 

influenced by the cultural context of the learners and the nature of the learning and 

its meaning within that culture, is vitally important. Moreover, helping students learn 

about and appreciate how other people of the world think through understanding their 

music, its values and forms of expression is an admirable and achievable undertaking 

for a content-focused, strategy-based, intercultural course in world music. 

Promoting a global perspective and building intercultural competency is particularly 

feasible in a content-based course in world music. The intercultural dimensions almost 

inherent in such a course provide avenues for teaching students about diversity and can 

open doors to cross-cultural understanding. The nature of the content affords students 

to look for similarities or universalizabilities among humans through their musical 

cultures and then to develop an appreciation for diversity by looking at the reasons 

for the differences. Such instructional activities can take the form of world music 

discovery tours via the Internet, Prezi poster presentations, songwriting and musical 

compositions in the Orff style, and other music-based projects. The essence of the goals 

for promoting an intercultural perspective should include: 1) Developing respect in 

our students for the cultures and values of other ethnic groups as well as an increased 

understanding of their own; 2) Helping students appreciate human similarities as well 

as differences; 3) Providing opportunities for students to experience people’s different 

ethnicities and an exposure to the diversity of world cultures in positive and supportive 

ways; 4) Demonstrating active efforts to understand and redress issues of intolerance, 

inequality, prejudice, and social inequities; 5) Nurturing in students the ability to 

contemplate environmental and social problems, assess different perspectives on moral 

issues, and to seek compassionate and just solutions (Meyers, 1993, p. 103). 

4. Discussion and conclusions 

Some actual instructional uses for these mobile ICT devices were illustrated with 

guidelines for what to consider in making program decisions for adopting such emerging 

UNC 

ORR 

ECT 

ED P 

ROO 

F

4 

David L. Brooks 

and still rapidly evolving technology. In addition, provisions for successful curriculum 

development and making instructional accommodations for the accompanying new 

technological competencies in the face of such rapid development of globally available 

mobile learning technology tools were addressed; in particular a framework for assisting 

ICT resource managers, training specialists and educational administrators in making 

commitments to and in implementing new mobile media was included. 

Content-based instruction, especially with a cross-disciplinary field such as 

ethnomusicology, affords the opportunity to simultaneously teach for content mastery, to 

support language acquisition, to enhance application of language learning strategies, to 

foster cognitive growth, and to build a global perspective while increasing competency 

in intercultural communication. Enthusiasm and commitment are vital and determining 

forces in learning; therefore, it behooves us all to teach something we truly enjoy and to 

reap the rewards of attempting the challenge of significant learning in our classrooms. 

Teaching resources 

World music textbooks 

Broughton. S. (2000). World Music: 100 Essential CDs – The Rough Guide. Penguin Books. Useful 

reference on influence and trends of ethnic music on world music of today; includes discography. 

Related CD collections are available separately. 

Lieberman, J. L. (1998). Planet Musician: The World Music Sourcebook for Musicians. New York: 

Hal Leonard. Includes CD featuring practice material and technical exercises. 

Reck, D. (1997). Music of the Whole Earth. Da Capo Press. 

Walther, T. (1981). Make Mine Music! Little, Brown & Company. Description of the families of 

musical instruments and plans for making a variety of simple ones. 

Wilson, C. (Ed.) (1996). The Kingfisher Young People’s Book of Music. New York: Kingfisher 

Publications. Short articles and abundant visual images; written for children; covers all types of 

music; more appropriate for reference than textbook. 

YouTube offers a wide assortment of vocal and instrumental music from various countries. 

Audio Recordings 

Smithsonian Folkways World Music Collection – CD anthology of 28 sample provides an 

excellent resource for class or independent student listening. Find them at your favorite music 

store or go to http://www.folkways.si.edu 

The Rough Guide Series (World Music Network) – CD collections on specific geographic areas, 

highlights traditional and current world music stars http://www.worldmusic.net 

Internet and iPad Resources 

Indiana University Music Resources for Ethnomusicology http://www.music.indiana.edu/music_ 

resources/ethnic.html 

iPhone or iPad apps: World Music, GarageBand, studio.M, Componendo, various instruments 

UNC 

ORR 

ECT 

ED P 

ROO 

F

5 

New Music Technologies: Platforms for Language Growth Through Content 

Worldwide Music Podcasts – access to playable samples of all kinds of music (or purchase) http:// 

www.mondomix.com, http://www.pbsfm.org.au/world 

References 

Meyers, M. (1993). Teaching to diversity: Teaching and learning in the multi-ethnic classroom. 

Toronto: Irwin Publishing. 

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle 

& Heinle. 

UNC 

ORR 

ECT 

ED P 

ROO 

F