Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Lesley De Paz
The research questions addressed in this action research project were How can repeatedly singing songs in Spanish containing temporal words and past tense vocabulary impact Spanish immersion second graders’ use of past tense verbs when speaking Spanish?; And how will learners perceive the songs and their effect on their learning? A pre-assessment was given to evaluate students’ abilities to use past tense verbs in speaking. The same assessment was given after a teaching intervention in which the students sang three songs containing the six verbs every day for two weeks. Students were then interviewed about how they felt about the songs and what they thought they learned. Findings from the research suggest that repeatedly singing songs in Spanish containing temporal words and paste tense vocabulary improves students’ abilities to use the past tense in speaking. Findings also imply that regular verbs had a higher success rate of improvement than regular verbs and that call and response songs yield high results in correcting student errors. Compiled results from the interview suggest that students enjoyed the music intervention and they felt comfortable singing the songs.
Action Research, Interview
Foreign Language, Music, Grammar, bilingual education
Monson, Katie, "Teaching Grammar Through Music" (2019). School of Education and Leadership Student Capstone Theses and Dissertations. 4475.
School of Education Student Capstone Theses and Dissertations