Teaching without a Common Language: Synchronicities between the Pedagogies of Music and Second Language Acquisition

Abstract

Educators seek to create direct and engaging learning experiences that bring students into contact with the material in an organic way. Yet teachers of both music and foreign language may feel that they literally lack a common language with their students. Powerful synchronicities exist between music teaching and second language acquisition. Drawing on research linking the cognitive processes associated with musical and linguistic learning, this paper explores patterns that unite music and language. The authors offer practical methodologies that help students learn without resorting to “translation” – that is, without an intermediary form of expression that dilutes comprehension and ultimate mastery. The authors argue that when teachers support musical learning with language, and music to enhance language acquisition, students experience less performance anxiety and find it easier to remember new words and musical patterns. By emphasizing the communicative purpose of both music and language, these techniques help students let go of excessive focus on technique and errors and simply do.