Page 177 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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Songs in Early English Learning Textbooks: A Cross-Curricular Potential
last concepts show that culture has become tied to concepts like conscious-
ness and citizenship which points directly to the problem of complexity when
dealing with culture. Paradoxically, although intercultural competence is fre-
quently mentioned as an essential outcome at all educational levels, there is
little consensus about what it actually means. (Piršl 2018). Generally speak-
ing, research findings support the view that intercultural competence is a
combination of cultural knowledge and language skills, but also flexibility,
empathy, open-mindedness, etc. (Arasaratnam 2016). Therefore, intercultur-
ality cannot be a completely separated concept from cross-curricular themes
as they share the same elements. Thus, the disparity between the number
of songs meant to contribute to cross-curricular themes and the number of
songs that could foster IC feels even wider.
The potential of songs in developing IC is not used. It is a missed oppor-
tunity when knowing how children are fond of singing and how beneficial it
would be to acquire the value ‘different culture, equal validity’ early. Indeed,
using songs in developing intercultural competence has become a research
topic recently (e.g. Gabitova-Shaiakhmetova et al. 2017; Rajani Na Ayuthaya
2018). Both studies concluded that songs can be an effective technique to
incorporate IC into classroom practice and increase IC levels. However, the
subjects of the studies were not students at a primary level.
A good example of songs that could be used for IC development is the
traditional Australian songs Kookaburra (in Croatia this song is included in
EFL textbooks for the fourth grade). Children can learn about Australia, Aus-
tralian plants and animals, learn the 3rd person singular of the Present Simple
Tense while singing a funny song. New songs could be written with a specific
purpose to develop IC.
Although this was not a direct aim of the study, a content analysis of
textbooks was made to identify whether there are other forms of content
(nonmusical) to foster musical literacy (cross-curricular correlation). Two
textbooks do not have any content related to music (no vocabulary e.g.
name of instruments, no pictures or illustrations representing instruments,
no games or projects related to music). However, one textbook includes a
whole unit devoted to music, identifying various musical instruments, show-
ing family members playing music, presenting games and a project with
music or instruments. Furthermore, the textbook makes reference to Croat-
ian traditional instruments that are specific to different regions (e.g. tambura,
sopele, bagpipes) and presents a Croatian children’s festival encouraging the
pupils to joint it. This could be a good practice example how to foster cross-
curricular correlation and cross-curricular themes.
175
last concepts show that culture has become tied to concepts like conscious-
ness and citizenship which points directly to the problem of complexity when
dealing with culture. Paradoxically, although intercultural competence is fre-
quently mentioned as an essential outcome at all educational levels, there is
little consensus about what it actually means. (Piršl 2018). Generally speak-
ing, research findings support the view that intercultural competence is a
combination of cultural knowledge and language skills, but also flexibility,
empathy, open-mindedness, etc. (Arasaratnam 2016). Therefore, intercultur-
ality cannot be a completely separated concept from cross-curricular themes
as they share the same elements. Thus, the disparity between the number
of songs meant to contribute to cross-curricular themes and the number of
songs that could foster IC feels even wider.
The potential of songs in developing IC is not used. It is a missed oppor-
tunity when knowing how children are fond of singing and how beneficial it
would be to acquire the value ‘different culture, equal validity’ early. Indeed,
using songs in developing intercultural competence has become a research
topic recently (e.g. Gabitova-Shaiakhmetova et al. 2017; Rajani Na Ayuthaya
2018). Both studies concluded that songs can be an effective technique to
incorporate IC into classroom practice and increase IC levels. However, the
subjects of the studies were not students at a primary level.
A good example of songs that could be used for IC development is the
traditional Australian songs Kookaburra (in Croatia this song is included in
EFL textbooks for the fourth grade). Children can learn about Australia, Aus-
tralian plants and animals, learn the 3rd person singular of the Present Simple
Tense while singing a funny song. New songs could be written with a specific
purpose to develop IC.
Although this was not a direct aim of the study, a content analysis of
textbooks was made to identify whether there are other forms of content
(nonmusical) to foster musical literacy (cross-curricular correlation). Two
textbooks do not have any content related to music (no vocabulary e.g.
name of instruments, no pictures or illustrations representing instruments,
no games or projects related to music). However, one textbook includes a
whole unit devoted to music, identifying various musical instruments, show-
ing family members playing music, presenting games and a project with
music or instruments. Furthermore, the textbook makes reference to Croat-
ian traditional instruments that are specific to different regions (e.g. tambura,
sopele, bagpipes) and presents a Croatian children’s festival encouraging the
pupils to joint it. This could be a good practice example how to foster cross-
curricular correlation and cross-curricular themes.
175
