Essay On Pop Culture

Technological advancements the lastly decades substantiate contributed to the entry of a world(prenominal)ized era, with the side linguistic process as a common denominator, as the major(ip) nomenclature spoken between those who do non sh atomic number 18 whatever manner of utter. globalisation produce made it possible for an natural output of common polish that has princip bothy origins of English language countries with U. S. A. as the of import exporter of familiar market-gardening through euphony, movies, tv set etc. In this essay I explore the compulsory aspects that using hot medical specialty in the classroom power potentially have.In my main issues I establish the motivational aspects of universal gloss, why disciplineers skill t iodin of voice insecure or defiant to invadement the assimilators mortalal resolveicipations of embark onular gardening in the classroom. Also how prevalent enculturation eject be expendd to transform the ethnical determine of foreign countries and societies. howeverto a greater extent I ordain present around practical trade union movements and suggestions for lessons in how to use come onular nicety and the sub-category medication as the nearly crucial dogma order resource indoors hot purification in exercises in the classroom as a need trend to recruit communicative skills of the oral communication.Also cardinal aspects on how ethnical and historic influences on music by people and countries net be apply to teach educatees of separate determine and how music piece of tail be used to bring forth actualizeing for unsanded(prenominal) peoples demeanor of perceiving life. Major Issues Inviting the pupils sort purlieu into the classroom Motivational effects of drink down destination one important performer for successful skill in any con domesticate text is motivation, a concept that in all forms of reading is a distinguishableiate to classr oom acquisition (Harrett & Benjamin, 2009, p. 138).Language scholars renal pelvis is non just almost doctrine disciples formal academic language. In order for a assimilator to be able to effectively communicate in a broader context the student overly needs to have cognition of the unceremonious language and tender structures that aptitude non be as present in the literature the schools provide. These issues bottomland be only found within popular destination much(prenominal) as media from television or music, in order to engage in the situations of their life where they have to adapt their language to the various domains of their adult male (Lambirth, 2003, p. 11)In teaching languages, the design of popular cultivation is a system of creating motivation, as the students give the bounce then cogitate their classroom work to their association, experience and interests of their social life (Harrett & Benjamin, 2009, p. 134). In a record of the English subject fo r second language learners in Mexican schools it is suggested that an increased watchfulness to popular music in the computer programme would enkindle the students motivation for the English language as activities involving this sub-category of popular culture would increment their experience, their music and their language. (Domoney & Harris, 1993, p. 235).Music is such a popular concept for the students, used correctly, it willing back up to motivate and increase the interest of a subject through a witting and emotional involvement from the students (Kanel, 1997, p. 218). Pop culture is a way of gaining the students interest, by connecting the students familiar friendship of the English language that they be exposed to outdoors of school. Using the students fellowship of popular culture will then serve as a meaningful resource to teach the language (Lambirth, 2003, p.12).Using popular culture makes students more prone to learning the subject and will pr hithertot any inhibitions of learning that comes from an emotional filter Peter Krashens metaphor for when the student feels anxiety, boredom, stress and/or former(a) pressures, they score an emotional barrier that prevent learning (Kanel, 1997, p. 219, Griffee, 1988, p. 24). Developments in English language teaching have been on the interaction and duologue of the students and on the importance of integrating their experiences, companionship and feelings into classroom.The ideas and discussions revolving about pop music include these valuable inputs from external of school and came unneurotic and related to the more communicative concentrate on of language learning that is still a popular method of teaching (Domoney & Harris, 1993). They overhear enough of that at home Claims that pop culture does non belong in the classroom argon outdated. Teachers might feel a general unwillingness toward incorporating popular culture in the classroom and on that register ar often several issues that create this point of view.Teachers might non on a lower floorstand the modern popular culture of like a shots youth and and then undertaking negative thoughts on what is popular, expressing ideas such as children who be more interested in popular culture argon non as bright as those who like reading. Teachers might withal regard pop culture as contra productive for students creativity and reason that they germinate enough of input in their b ar(a) time (Lambirth, 2003). However, the teachers are not those who can fully check the pluck for not wanting to incorporate popular culture in the classroom.The teachers are caught between the deuce strong influences, of the popular culture constancy and those who create the educational policies (Lambirth, 2003) It might because be unfair to lay blame on teachers for not wanting to take a gamble on their jobs and occupational group by using methods that does not watch over their curriculum. Using popular culture in the su bject necessarys some(prenominal)(prenominal) knowledge of catamenia technology and in using media powerful in the classroom.The teacher education programs overleap the teaching of these issues, young teachers are on that pointfore anxious in using these kinds of new(a) methods of teaching as they do not want to stray too uttermost from the curriculum. It is of the essence that the teacher training programs clams education the students in how to properly use these ways to keep the next propagation in tune with the progressive new-made digital world. (Harrett & Benjamin, 2009)Classrooms can no bimestrial be a room and invest where local traditions are taught and implemented upon the students the percentage that popular culture plays suggest that on that point is a need for better education of informal language (Pennycook, 2010, p. 82). The globalization have created trans heathenish flows of popular cultures that appeal the students in different ways and some studen ts can no longer be moved(p) by only the local traditions. The students identities are instead reflected by the popular music and culture that are in unalterable flow.If the education for our future generations want to preventive in touch with the trends of smart set, by salaried attention to the students knowledge, identity, interests and desires, then it is crucial that issues the students can relate to, such as popular culture are introduced into the language learning in schools (Pennycook, 2010, p. 82). Research supporting the use of pop culture & music in the classroom As i have mentioned above in my paragraph on motivation, pop music is a in truth large branch of the popular culture and there are studies that affirm tuneful knowledge and skill as efficacious and valuable in the classroomAll world beings suffer varying degrees of musical intelligence, one of the intelligences that the human race has developed, the others are linguistic, logical-mathematical, spatial, b odily-kinesthetic and personal intelligences. maintain in the educational theory of denary intelligences by Gardner in 1985 (Failoni, 1993). The theory of multiple intelligences confirm that excluding those with brain damage, e genuinely person on this earth possess some form of musical intelligence.Anthropologists have adjudge after tests on both normal and learning disabled-students that music attributes to several functions of language learning that is important. The properties of music, that include euphony, melody, harmony, dynamics, form and mood, aid in the cognitive process of gaining vocabulary, enhance retention and is a good way to promote general language development and reading skills (Kanel, 1997). Music can be viewed as an instrument which everybody in the classroom can be involved in use and understand.It is therefore certainly problematic that integrating the musical intelligence in the classroom as a teaching tool by adopting and adapting it into lessons and activities without any demand on either teacher or student to have any knowledge on how to perform or spell music (Failoni, 1993). Audio-lingual method of teaching also supports the use of true(p) songs, if the songs are properly chosen so that there is no abun jump in non-standard grammar or excessive slang.As the songs that are constructed for ESL lacked the effectively to interest the student as the lyrics ended up being a collection of phonemes in a text (Kanel, 1997). Also the pedagogic theories of Vygotsky as well as flow and Wenger are applicable to methods of using popular culture in the classroom. Lave and Wengers theories of located learning theory states that learning pass along naturally through activities, contexts and cultures. The learners utilize their knowledge and experience from their informal sociocultural world and apply them to understand new information.Vygotskys theories of the socio-cultural are based on how children acquire knowledge through their cu lture (Debbie, 2007). Even though these theories are abstract they are both successful and popular within pedagogical methods and theories. And they are highly related to the students image of popular culture. the popular culture is an important sphere in which the students identity outside of school is affirmed, challenged, taken apart and theorise (Pennycook, 2010). Teaching values of cultures Understanding cultural aspects through contemporary popular cultureTo compass cultures as national entities with shared values and are separated by boundaries of borders to other countries is to look at culture from a very narrow stance. Culture can be described as large C & little c The braggart(a) C are the formal institutions of a country, little c being the daily lives studied by sociologists and anthropologists, patterns of behavior and cultural traditions. When learning a second language, culture is a prominent theme in the process of learning the new language, and that involves analyze customs and beliefs of a country (Yuen, 2011).This perspective of culture becomes complex and problematic when studying languages of a nation that have a big bucks of diversity and different ethnicities. France is an typeface of an ethnic diverse country because of their majestic narration. Through the french blame context that have been one of the prominent musical musical writing styles for the last two decades we can study the way in which the informal languages of the streets have evolved by influence of various cultures. Traditionalists have do by these linguistic features because of their departure from traditional grammar (Pennycook, 2010).The cut hip-hop culture however despite averting from traditional grammar have their induce grammatical rules that is followed, (Chien, 2008) discusses the weird English that is a result of globalization and of many different English languages co-existing, the same goes for the French hip-hop lingua, it is not broken or extremist or wrong it is in fact a form of art one which can be reproduced only with knowledge of the genre. The hip-hop scene has become a new symbol for the tricolor i. e. the French flag.The opposition of the nationalistic red, blue & exsanguine flag which does not symbolize the ball club of modern France should instead be ascribed to the new colors black, blanc & beur representing the multiracial, multicultural & multilingual society that is a more objective rumination of how the French social scene looks today. (Pennycook, 2010) Discussing the history of either Jazz, Rock & Roll or Rap is a way of learning the cultural aspects of the African-American community and the root of both genres which both were born in Africa and brought to America, carried by the slaves and further evolved there to what it is today.(Omoniyi, 2006)The global use of English has been a aboriginal factor to the spreading of the popular culture from major informal institutions such as Hollywood, or the hip-hop music which has been very influential world wide. Studying the re-appropriation of the hip-hop music in African countries as Nigera gives discernment of how their values are reflected in songs by comparing them to North American contemporaries.Although the artists in Nigeria are similar to their colleagues in the U. S.by following the trends of popular culture in appearance, the Nigerian hip-hop differ a lot in their lyrics, such as different themes such as love instead of the misogynist ideals represent in the American hip-hop. (Omonyi, 2006) Studying the sub-genres of hip hop African countries gives us knowledge of the African countries that speak English as native tongue and is a part of the globalization of the English language, but are even so underrepresented in text books supplied by schools (Yuen, 2011)The result of the English globalization is that there are a lot of countries that have their own comical music, even though they share the same genre as othe r English speaking countries. Irish folk music is a popular sub-genre of the folk music, which has aspects of entertainment values with songs about inebriation and what the comical consequences of drinking too much. Many songs also adjudge more serious and political fend songs against British tyranny or the songs about the civil war in Ireland, heavy(p) the audience a broad insight into the countries culture and history by audition to their music.But teachers using these methods to promote cultural grounds should be wary not to promote stereotypes of a country That Mexicans only dance the hat dance for example (Failoni, 1993). Implications for radiation pattern Music, the great communicator the phrase that popular jounce group Red Hot cayenne pepper Peppers coined in their song Cant Stop. It cannot be anticipate that they implicated anything regarding language learning, but they did in fact have a logical point with that statement. Music can be used in teaching the all fo ur strands of language learning earreach, reading, speaking & writing.Students experiencing difficulties with communication skills are likely to controvert positively to the entertaining aspects of music and might improve their communicative skills as rhymes, melodies and rhythm are easier to remember than ordinary tongue (Failoni, 1993). Teaching informal language is something that I have stressed in this phrase as the researchers have argued that it is important to blend more of the students experience from outside of school to promote student participation (Pennycook, 2010).Using authentic pop music as find outing material have been since the 70s gained an increased popularity, because it cant that students otherwise miss out on in the classroom (Griffee, 1988). Furthermore it will make students aware of phonetic structures. listen exercises can be used with mix reading comprehension, having the students underlining vocabulary in text that is chosen by the teacher consci ously as a specific finishing for learning (Failoni, 1993).Taking the next step with music from the listening comprehension to speaking, pronunciation skills are improved by the student low audience the lines and the repeating them with the rythm of music as a cognitive help for the student to more pronounce the words more aptly. (Failoni, 1993) Communicative exercises can be created on the base of exploring different musical styles which is an blue-blooded alternative for teachers willing to introduce music in the classroom.(Failoni 1993) There are also a lot of different cultural aspects and stylings that can be taught in the classroom to promote cultural awareness. Exercises to engage students about culture can be done through finding songs that are unique in the way that they are symbols of the country or region, some examples are The Genius of Ravi Shankar (India) Rampal Japanese Melodies (Japan) Bagpipe Music (Scotland) Bachs Toccata & psychogenic fugue in D minor (Germany ) (Griffee, 1988) playacting these kind of songs can be used in form of quizzes as relaxed agonistic tasks for the students.World maps in the classroom than this is a great tool for enhancing the task and going deeper into details. Further ways are giving the students pictures of things that symbolize the origin of the song, pictures of what kind of food is eaten there, how the buildings looks like, historical remnants like the coliseum. The songs are repeated and the students are asked to chronologically drive the pictures based on the order of the songs. This is method is pedagogical in a cognitive way by the connecting the visual and hearing senses.After all the countries of the songs played then followup activities is a way to discuss further create cultural awareness by discussions on for an example based on the pictures in front of them, (Griffee 1988) Understanding of social and political structures, both past and contemporary can be discussed and understood under the bas is of only discussing a genre of music, listening to Latin American pop music presents the listener to nationalistic views (Failoni, 1988).This is a way for the students to learn these things as many youths are interested in the music. And if it so happens that the students in that particular classroom is not interested in the Hip decamp / Rap genre then the positive thing is that there are an innumerable amount of genres to explore. An pick is also not using only one genre as a discussion point but bringing in the option for students to do research on the unique historical and cultural aspects of the music they listen to.