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Songs for Socio-Critical EFL Teaching: What Secondary School Students Think
Abstract
The present chapter explores the views of secondary school students on the use of songs for EFL before and after the administration of a song-based lesson plan dealing with the topic of racism. The data were obtained through a 21-item questionnaire and five open-ended questions. The results reveal that students' rates of agreement with the use of songs for EFL, which were already positive in the pre-test, increased significantly in the post-test for the three dimensions under analysis, namely linguistic, intercultural, and motivational. Besides, in the post-test, rates of agreement for the three dimensions evened out, in contrast to pre-test results where linguistic advantages received higher scores. Students also valued the anti-racist component of the lesson plan highly and were in favour of understanding EFL not only as a linguistic endeavour but as a discipline which also encompasses critical thinking and reflection on issues of social justice. Finally, some pedagogical implications and avenues for further research are defined.
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