The present paper aims to explore the use of music and songs in the teaching of English as a second language to udprimary school children. By means of musical activities, the authors want to measure the progressive change in udstudents’ motivation and their academic results in English language skills. The theoretical framework in which this udresearch is developed corresponds to Gardner’s multiple intelligence theory, which can be recently linked to issues on udmultimodality in learning. Preliminary results show that music enhances linguistic intelligence while multiple ways of udlearning are practised in the classroom.
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