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Songs in Early English Learning Textbooks: A Cross-Curricular Potential
Table 3 Tonality of the Songs
Tonality Textbook Textbook Textbook Textbook
n n n n
C major . . . .
D major . . . .
E major . . .
Eb major . . . .
F major . . . .
F major . . . .
G major . . . .
A major . . . .
H major . . . .
B major . . . .
F minor . . . .
Total . . . .
.
appropriate in terms of range, intonation and tonality. More attention should
be given to the choice of performers, tonality and octaves in order to stay
within the range possibility of children’s voices.
Content Analysis
A content analysis of 51 songs included in three EFL textbooks for first graders
was conducted to determine if the lyrics could be used to foster knowledge
or values included in cross-curricular themes or needed for intercultural com-
petence. There are 36 out of 51 songs or 71 which contain lyrics that encour-
age the development of values and behavioral life patterns described as ed-
ucational outcomes according to the seven cross curricular themes (learning
how to learn, entrepreneurial skills, personal and social development, health,
sustainable development, the use of ICT, and citizenship education). Natu-
rally appropriate to the age of first graders, the majority of song lyrics support
the outcomes of themes: personal and social development, and health (e.g.
The Please and Thank You Song – polite behavior, How Are You – empathy, Red
Light Red Light – traffic safety, The Toy Song, My Toys – sharing, My Pets – love
towards animals, I Love Carrots, I Like Milk, What’s in Your Basket – healthy diet,
Come on Everybody, I Can Skip – healthy activity). The high percentage of such
songs are exemplary, however, if the logic behind the themes is to tackle real-
ity, such as the environmental crisis, globalization, and the rise of intolerance
and violence (Kekez, Horvat, and Šalaj 2017). There is still space for additional
thematic songs. In an era when we are constantly facing the negative effects
173
Table 3 Tonality of the Songs
Tonality Textbook Textbook Textbook Textbook
n n n n
C major . . . .
D major . . . .
E major . . .
Eb major . . . .
F major . . . .
F major . . . .
G major . . . .
A major . . . .
H major . . . .
B major . . . .
F minor . . . .
Total . . . .
.
appropriate in terms of range, intonation and tonality. More attention should
be given to the choice of performers, tonality and octaves in order to stay
within the range possibility of children’s voices.
Content Analysis
A content analysis of 51 songs included in three EFL textbooks for first graders
was conducted to determine if the lyrics could be used to foster knowledge
or values included in cross-curricular themes or needed for intercultural com-
petence. There are 36 out of 51 songs or 71 which contain lyrics that encour-
age the development of values and behavioral life patterns described as ed-
ucational outcomes according to the seven cross curricular themes (learning
how to learn, entrepreneurial skills, personal and social development, health,
sustainable development, the use of ICT, and citizenship education). Natu-
rally appropriate to the age of first graders, the majority of song lyrics support
the outcomes of themes: personal and social development, and health (e.g.
The Please and Thank You Song – polite behavior, How Are You – empathy, Red
Light Red Light – traffic safety, The Toy Song, My Toys – sharing, My Pets – love
towards animals, I Love Carrots, I Like Milk, What’s in Your Basket – healthy diet,
Come on Everybody, I Can Skip – healthy activity). The high percentage of such
songs are exemplary, however, if the logic behind the themes is to tackle real-
ity, such as the environmental crisis, globalization, and the rise of intolerance
and violence (Kekez, Horvat, and Šalaj 2017). There is still space for additional
thematic songs. In an era when we are constantly facing the negative effects
173
