1
Tell me and I'll forget show me and I may
remember involve me and I'll understand.-Chines
e Proverb

• The Transcendental Learner

2
Overview

• This project acts as an exploration of several
  topics, seeking to argue the importance of
  introducing an increasingly effective teaching
  methodology with the incorporation of a musical
  experience for the purposes of language learning

3
Language Learning Basic Theory

• Beyond the IPA (International Phonetic Alphabet)
  teachers can use other techniques to expand on a
  learners reproductive skills
• Students of all levels have an inherent need to
  actively engage with the material presented for
  both young and old learners this can be an
  extremely involved experience, capitalizing on
  each of the 7 types of learning, especially
  auditory learning

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The Importance of Listening

• According to Snow (1996) in More than a Native
  Speaker many language programs devote more
  attention to speaking rather than to listening
• Additionally classroom exercises with listening
  components often consists of slow, clear
  classroom practice
• A student who is a good listener can generally
  keep a conversation going by being a good
  listener and occasionally responding with simple
  questions, short answers, or even grunts and
  nods
• Listening exercises encourage students to develop
  a range of cultural background knowledge that
  helps them predict what they might hear in order
  to comprehend a message

5
Three Examples of Folk Songs and their cultural
context

• Ru Con, Lý Ðât Gi?ng, Qua Câu Gió Bay
• Lyrics and Meaning
• Popularity Phô Bi?n The popularity of each song
  connotes a different context

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Ru Con

• 1. Gió mùa thu me? ru mà con ngu?
• Na?m (o?) canh chày, na?m (o?) canh chày, thuc
  du? vua na?m
• Hoi chàng chàng o?i, hoi ngu?oi ngu?oi o?i Em
  nho toi chàng, em nho toi chàng Hãy nín nín
  di con, hãy ngu? ngu? di con Con hoi là con
  hoi, con hoi con hoi Con hoi con hoi, hoi
  con!
• 2. Ðên mùa xuân trong co?n mà gió âm Cha (o?)
  con vê, cha (o?) con vê, con nam tay cha
• Hoi nàng nàng o?i, hoi ngu?oi ngu?oi o?i Tôi
  nho toi ngu?oi, tôi nho toi ngu?oi Hãy nín
  nín di con, hãy ngu? ngu? di con Con hoi là con
  hoi, con hoi con hoi
• Con hoi con hoi, hoi con!

• Southern Folk Song a nice but sad melody, most
  famous as a motherly expression of loneliness, or
  nostalgia at the husband being away as she sings
  an infant to sleep at night, causes her to think
  about many things
• Not many young people know Ru Con, although it
  was apparently popular in many Vi?t school
  districts

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Lý Ðât Gi?ng

• Trên dât giông mình cho do?i ai nghe tiêng hò
  mà lòng tr?m thu?o?ng
• Hoi cô gánh nu?oc bên dàng
• Còn bao là bao gánh nua
• Ðê? qua là qua gánh dùm tang tình tang tính tình
  tang tang tính tình là tình tính tang
• Trên cách dông chi? m?t mình anh Thu?o?ng voi
  cho là cho do?i ai
• Khô? thân con khi? nó o? lùm
• Ðât không mà lo cuôc
• Lo dòm lo dòm ngu?oi ta tang tình tang tính tình
  tang tang tình tang tính tình tang

• On the other actually a situation where, despite
  the maternal sentiments of the song, most mothers
  don't know how to sing it
• Contrasts with Qua Câu Gió Bay in that the mother
  figure does not (m? c?a em) approve of the
  situation

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Qua Câu Gió Bay

• Yêu nhau co?i áo ôi à trao nhau
• Vê nhà dôi rang cha dôi me? a à a á a Rang a
  ôi a à qua câu, tình tình tình gió bay
• Rang a ôi a à qua câu, tình tình tình gió bay
• Yêu nhau co?i nón ôi à cho nhau
• Vê nhà dôi rang cha dôi me? a à a á a Rang a
  ôi a à qua câu, tình tình tình sut quai
• Rang a ôi a à qua câu, tình tình tình sut
  quai
• Yêu nhau co?i nhân ôi à trao nhau Vê nhà dôi
  rang cha dôi me? a à a á a Rang a ôi a à qua
  câu, tình tình tình dánh ro?i Rang a ôi a à
  qua câu, tình tình tình dánh ro?i

• Refers to the independence of two lovers, from
  the notorious Ho Bác Nính- in North Vietnam-
  expresses relations between the two young lovers
  and their ability to express themselves openly
• Qua Câu Gió Bay was composed as a work song, and
  is still sung in an ask and answer format by
  field workers today

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SEASSI Vietnamese Methodology for Musical Study

• 1) Elicits a word by word translation from the
  students
• 2) Elicits a more fluid translation from the
• students
• 3) One teacher then sings through the song one
  time
• 4) Next the teacher sings through the song with
  students repeating line by line
• 5) Finally the students and the teacher sing
  through the song in its entirety
• 6) Emphasis is on introducing the culture more
  holistically, rather than a specific curriculum

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Music as a means of DevelopmentA Study Routine

• This material about to be presented is based
• on The Lexical Approach described by Michael
  Lewis in Implementing the Lexical Approach (1993)
• Other pillars of learning acquired through The
  Communicative Approach
• and methods adapted from Don Snow in More than a
  Native Speaker
• Though this project no longer focuses on English
  Language Instruction, the methodology presented
  here will be compared to the SEASSI methodology

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Lyrically Based Lexical Acquisition

• Materials An authentic audio passage relevant to
  the students target context a classic song and
  lyrics
• Assumption There will be no more than 5-7 new
  vocabulary words in the passage.
• Primary Staging 3 Listening Stages and 2
  Vocabulary Stages

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Lyrically Based Lexical Acquisition

• Secondary staging
• Pronunciation
• Vocabulary and Pronunciation Reinforcement
• Controlled Practice
• Language Exploration
• Record
• Review

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Benefits Assessment Lyrically Based Lexical
Approach

• The Lyrically Based Lexical Approach ensures that
  learners are learning new vocabulary from the
  song and will no doubt memorize it and be able to
  use it appropriately by the time that they have
  left the classroom
• Expands on all four language skills

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LÝ CHI?U CHI?U

• 1. Nghe bài hát và di?n vào ch? tr?ng.
• LÝ CHI?U CHI?U
• (Dân ca Nam B?)
• Chi?u chi?u ____ ____ ____ ____ ____
• ____ ____ ____
• ____ ____ tang tình gánh ____
• Tu?i ____, tu?i ____ Ngô Ð?ng
• Xui ____ xui ____ lòng
• ____ lòng ____ ____
• ____ ____ tu?i ____ Ngô Ð?ng.
• 3 Tr? l?i các câu h?i sau dây (Answer the
  following questions)
• a. Ngu?i con trai (young man) dang ? dâu ?

• 2. Tìm t? trong bài có nghia tuong duong v?i các
  t? ti?ng Anh sau dây
• To love
• To Stand
• In my heart
• West
• To water
• Who/ whom
• A Tree
• A girl

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LÝ CHI?U CHI?U

• 4) Hãy gi?i thích nghia c?a các c?m t? trong bài
  và cho ví d? (Explain the meaning of the phrases
  in the song and give examples)
• Chi?u chi?u-
• Trong lòng-
• Tây l?u tây-

• 5) N?i dung c?a bài này là gì?
• (What is the main idea of this folk song)

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Benefits Assessment SEASSI Methodology

• First the SEASSI learning method is simply
  faster, while the Lexical Approach is excellent
  for a six-month curriculum, it does not suit the
  needs of teachers and students in four week
  intensives sessions
• Placing multiple levels of learners in a single
  classroom has its
• benefits
• By ensuring that the students are learning simple
  tunes, this creates an association between
  auditory and visual memory in the mind of the
  students
• This can be particularly helpful when studying a
  tonal language
• Furthermore, in the SEASSI methodology we see
  that the cultural context of the language
  experience really comes alive

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Thank you!Any questions?William Brokaw
Noseworthy