Sound Language Solutions

Veux-tu jouer? A Systematic Approach using Songs to
Prevent or Correct Errors in French as a Second Language
By Margaret Siebring, S.D. 71, Comox Valley, B.C.

Background
The teaching of French as a Second Language (FSL) has been provided to public school students for almost a century in Canada. In the last thirty years, because of the federal government's initiative and financial support to promote bilingualism nationally, beginning with the Trudeau era in the late 1960's, there has been a significant increase in the offering of Core, Extended, and Immersion French programs starting at the elementary and progressing into the secondary level. With the increase in students who now have had years of FSL instruction has come an increase in the occurrence of errors that are embedded or 'fossilized' in their French. Once the errors are embedded, it is extremely difficult for teachers and students of FSL to remove them.

Fossilized Errors
The topic of error correction has been one of changing perspectives from the mechanistic approach of the 1950's and 1960's to the humanistic approach of today. The emphasis on the need to communicate in the target language has caused a very cautious approach to error correction in order to not impede learner's willingness to try and take risks in the second language. With the move to emphasis on communication in second language teaching came the almost 'hands off' approach of the teachers to errors made by students when trying to communicate in the target language. More and more educators found that after three or four years of Core French and Immersion programs, students appeared to have errors in their French that were impossible to correct, in spite of continued study of the language. These errors were given the term 'fossilized'.

The Challenge of FSL Error Correction
It can be very challenging for teachers to be constantly assessing and correcting the errors in each of their students' French, especially when a teacher, to support the learning outcomes, must encourage the flow of language to promote communication. It can also be very difficult for the teacher to be objective and aware of her/his own French and the power of its' impact, particularly if she/he is working and living in a non-French environment. Acquiring the resources to provide the added exposure and learning opportunities needed to help learners can also pose problems for the teacher, as there appears to be a common complaint among FSL teachers about the lack of appropriate resources to support the French programs. Therein lies the challenge to the second language teacher. How best to reconcile the need of error correction to prevent fossilization within the humanistic methodology of promoting communication? Where to find the resources to best help her curriculum be communicative, interesting and fun, as well as age and learning outcome appropriate?

Authentic Second Language Exposure
The lack of 'real life' exposure to and experience with French is another topic of concern in second language learner's acquisition of 'fossilized' errors. The only exposure to French by many of the students in Core French and Immersion programs has been to the teacher in the classroom. The students usually do not have any exposure to French at home, in their community, or from the media in their daily lives. There are only five hours in a school day, fewer than 200 school days in a year. Only a fraction of those five hours a day will be spent on French language instruction in the Core French program. Finding French resources to support their children's school program can be very difficult for parents who are Anglophone and live in an Anglophone community. Most parents work full time and are already stretched to the limit for time and energy.

Harvey's Systematic Approach Using Songs
Dr. Cher Harvey, a professor of methodology of French as a Second Language at Nipissing University in North Bay, Ontario, is required to test students in the B.Ed. program on their proficiency in French as an entrance requirement to get into the FSL methodology course. She has become increasingly concerned at the occurrence and 'fossilization' of errors these students make. She also has become aware of the concern of other educators in this area through her work with Nipissing University Faculty of Education, teachers of FSL in Ontario, and as a member and former director of The Ontario Modern Language Teachers' Association. She found that there does not appear to be many resources available to educators to help with this concern (Harvey, verbal commentary, 2003). As a result, she and Jacquot, an award-winning educator/musician, have created a systematic approach to the prevention and correction of errors in French. The approach, based on music, includes eight songs, a Teachers' Guide, eight Posters and eight sets of language activity cards that target the most common errors made by students learning FSL. The songs and accompanying guide are created to be age and learning outcome appropriate for students age nine to sixteen plus. The songs are created to be used as a communicative, interesting and fun resource at school and home. The activities that accompany each song are designed to accommodate a variety of learning styles and respect the multiple intelligences of students.

Why Use Songs?
The songs are intended to provide language patterns in chunks that current brain research contends are brain-friendly and easy for the brain to put into the memory's hard drive or long term memory (Wolfe, 1997). Songs also engage most of the senses, which also helps put the learning into the long-term memory (Wolfe, 1997). Songs are relaxing, fun, interesting and provide opportunities for learning experiences that are stimulating, personally engaging and have lots of verbal stimulation, music, action, participation and movement. Howard Gardner in his Multiple Intelligence Theory says that each of us has multiple intelligences in unique combinations. Songs activate several of the known intelligences simultaneously: linguistic (words, sentences and grammatical structures), musical (singing, playing instruments, bodily kinesthetic, (movement), visual-spatial (artistic), logical-mathematical (music is based on math), interpersonal (interacting with people), intrapersonal (through personal emotional connections to specific songs), and naturalist (through connections to the environment) (Harvey, 2004). Songs, as a combination of music and language engage both sides of the brain, according to the research. Contrary to the popular misconception that music is the property of the right hemisphere, new imaging techniques have shown that music is distributed across specialized regions in both hemispheres. The mental mechanisms that process music are deeply entwined with the brain's other functions, including emotion, memory and language. Research shows that the human brain is predisposed to detect patterns in both music and language. (Wolfe, 2001)

Research on the Effectiveness of a Systematic Approach Based on Songs
In response to the paucity of research on effective resources to prevent or correct 'fossilized' errors in FSL learners, the author completed her Master's thesis on the topic of the effectiveness of a systematic approach using songs to prevent errors in Core French. The approach includes songs and accompanying exercises that focus on the most common 'fossilized' errors. The research was designed to compare the number of errors made by students before the introduction of the songs and activities with the number of errors made by the students after the study of the songs and manipulation of the activities. The study assessed the FSL achievement of 53 grade three, four, five and six students who had received minimal French instruction. It was conducted in a small elementary school in a semi-rural community on Vancouver Island in British Columbia. The research question in this study was as follows: Can songs that target specific errors be used to prevent or correct those errors in Core French?

Population and Sample
An early step in the study was to identify classes in the school in which students had minimal levels of French, ranging from none to two hours of instruction per week. Next, the superintendent of the school district, the principal of the school, the two classroom teachers, and parents were informed of the design and methodology of the study and were given consent forms to sign and return. The researcher, a qualified Core French teacher, assumed the role of the Core French teacher in the two classes. Assignment of students to the multi-grade classes followed the regular administrative methods of classroom organization within the schools. In grade three/four, there were 21 students. In grade five/six, there were 32 students. The total number of participants was 53.

All students completed the oral pretests and posttests consisting of one question marked right or wrong. They all participated in the learning activities of the two songs between the oral pretest and posttest. Each student was given a CD to take home to enhance and expand their learning in the classroom. All participants were able to withdraw from the study at any time without penalty.

Treatment
During two weeks in January, 2004, students in grades three, four, five and six in both classes received instruction in Core French for thirty minutes a day. The British Columbia Ministry of Education mandates four areas of learning in Core French with learning outcomes specific to those areas (BCIRP, 1995). The emphasis is on Communication with nine learning outcomes. Second is Understanding Cultural Differences with four learning outcomes. Acquiring Information is the third with three learning outcomes and Experiencing Creative Work is the fourth with two learning outcomes (BCIRP, 1995). The Core French instruction provided by the researcher reflected that emphasis. The program was designed to reflect the principle stated aim of the Core French program in British Columbia and throughout Canada, which is to develop communication skills in both receptive and communicative competence of students. The first week was spent listening to the song " Veux-tu jouer ?" and doing activities that go with the song from the Veux-tu jouer? guide. The second week was spent listening to the song " As-tu fini ?" and doing the activities from the guide that go with that song. The qualified Core French teacher moved from classroom to classroom to deliver the program to the students in their homerooms. The teacher used the same song and the same activities in both classes. The independent variable was the exposure to the systematic approach based on songs. The dependent variable was the second language achievement that took place within the two weeks of exposure to the systematic approach based on songs. The pretest and posttest provided the raw score means. Comparison of gain in scores of the students provided data to determine if there was a difference in student achievement. This design allowed comparison of gains in achievement during the two weeks of second language instruction. Comparison of the gain scores of students in Grade 3/4 with the gain scores of the students in Grade 5/6 provided further data for analysis.

Data Collection
Data were collected in 2004 in a pretest and a posttest, using the form from the Veux-tu jouer? guide. The instrument used was the pretest, posttest developed by Harvey (2004) in the Veux-tu jouer? guide to test student achievement in Core French. The tests are designed to reflect the principle stated aim of Core French programs in British Columbia and throughout Canada, which is to develop communication skills in both receptive and expressive aspects of French.

The test was in the form of an oral interview conducted by the researcher in her role as the Core French teacher. It was an individually administered two to five minute test. Students were asked the same question related to a picture in both the pretest and posttest for each song. The test includes notes for the administration of the tests as well as a scoring sheet. The validity of the test, whether it measured what it was supposed to measure, was considered by the author of the test. The test items reflected real-life communication situations whenever possible. This is in line with current Ministry objectives for the Core French programs, as well as the National Core French Study which outlines proficiency objectives of the language syllabus and communicative activities syllabus. The test items were designed to show what the students can do in the second language rather that what they know about the language (Harvey, 2004). The short pretest-posttest time intervals minimized the threat to internal validity of the study.

The tests were based on real-life situations involving students at school and home, i.e. playing soccer and eating ice cream. The familiarity of the topic of the tests were an asset in performing the task. The tests emphasized communication skills, i.e. listening to the question, oral prompts and speaking to answer.

Data Analysis
The results of this study, although not statistically significant, add some knowledge to this topic. Gains in achievement were made by both classes for both songs, as is shown in the following tables (Table 1and 2).

Table 1
Mean Performance Posttest and Pretest Scores by Grade for Song 1: Veux-tu jouer?

Subjects	Posttest Scores X1	Pretest Scores X2	D	D2
1.Grade 3-4 n = 21	15	7	8	64
2.Grade 5- n =32	19	11	8	64
			D16	D2 128

For Song 1, t equals 1.5

Table 2
Mean Performance Posttest and Pretest Scores by Grade for Song 2: As-tu fini ?

Subjects	Posttest Scores X1	Pretest Scores X2	D	D2
1.Grade 3-4 n = 21	17	3	14	196
2.Grade 5-6 n =32	15	2	13	169
			D27	D2 365

For Song 2, t equals 1.35

Analysis of the mean scores of the students' pretests compared to the same students' posttests indicated that although there was a gain in students' oral FSL achievement after the treatment using the songs, it was not statistically significant. As well, the students showed greater gain in their FSL achievement using the second song, although not at statistically significant levels.

Analysis of the gain scores by grade indicated that students from both grades achieved very similar levels of achievement. Analysis of the gain scores by song indicated that students from both grades achieved very similar levels of achievement but had higher achievement levels after the treatment with Song 2, although not at statistically significant levels.

A Positive Effect on Learning
Using songs to prevent and correct errors had a positive effect on learning. The researchers' observations of the verbal and written commentary of the students indicated a very positive and motivated attitude to the learning of French. The need to connect the parents to the curriculum (Stern, 1984), which, because of the nature of second language curriculum can be particularly challenging, was also addressed in the students' written comments. A personal copy of the CD for use at home connected many of the students' parents to the curriculum.

Students provided written comments about their learning experiences using the Veux-tu jouer? systematic approach based on songs at the end of the second week. The following are samples of students' writing:

"How I feel about French. I feel really excited about it, it's really fun! I like the CD because it shows basic learning of French and it is fun. My Mom puts it on almost every night before dinner. When I listen to it at home I feel relaxed and I sing to it. Thanks, I had a ton of fun" (female student, Grade 3).

"I really liked listening to the CD at home. My favourite song is number 7. The first time I listened to it I sort of liked it and then I started to like it more and more" (male student, Grade 4).

"First I would like to talk about the CD. I really love this French music. The first time Mrs. Siebring told us about French I was so excited my head blew up and I really really really want to meet the lady that wrote the songs and if she reads this I want to say Hi! and how good your French songs are and I know other kids like me will love your music and I really don't know if my parents liked the music but I can tell you one thing. My mom and I were dancing to it" (female student, Grade 4).

"I think the CD was pretty cool for a French song and it was fun at school. My mom didn't hear it though cause I use headphones and I also enjoyed the activities" (male student, Grade 5).

"At first I thought it would be funny when I got it at school but when I listened to it I thought it was pretty cool. My dad thought it was cool too. I usually don't like French but it was actually O.K. the activities I thought were fun" (male student, Grade 6).

"The CD was cool. The music was good. But I don't like the singing. I don't like the whole French thing. I can't focus on my work cause words run through my mind and I lose track. Then I get bad marks and they blame me for the awful French words like Je suis fini" ( underlining mine) (female student, Grade 5).

Does Ambers' comment about those words running through her mind indicate the power of the songs to put the French language structure into her long term memory? Amber is a student who has learning disabilities and yet she was able to do well on both of the posttests when prompted to remember words of the song. That was also true for five out of the six students who are designated as learning disabled. I was quite astounded and excited by the total recall of the French language structure of the song being tested by those students when prompted to remember words of the song. The first prompt of the rater was the question in French and the visual to elicit the corresponding oral response. This drew a blank with all of the designated learning disabled students. Yet when given the second prompt, as were all of the students, five out of the six students gave perfectly correct responses.

The Importance of Fun in Learning
I was also very excited at the positive attitude expressed by forty-eight of the fifty students writing about the study. Many of the students used the word "fun". Current research emphasizes the importance of fun in learning, especially in terms of memory. Emotions, current brain research reveals, play a very important role in learning. Three themes have emerged from the research: 1) emotions have their own pathways or superhighways in the body, 2) emotions affect brain chemicals, 3) emotions influence learning and memory (Politano and Paquin, 2000). When students are in positive states of emotion, they are more likely to learn and remember. This is particularly critical for second language teaching because the students may have come to the second language classroom with no prior experience with the language and feeling very stressed because it is so foreign and different.

The emotional impact of music has been well recognized and researched (Jensen, 1995; Wolfe, 2001). A few bars or phrases of a song from our past can trigger highly vivid and often emotional memories. The reason for the emotional arousal appears to be that music affects levels of several brain chemicals, including epinephrine, endorphins, and cortisol, the hormone involved in the 'fight-or-flight" response. One of the links between emotion and memory involves those same neurotransmitters and hormones (Wolfe, 2001). Lozanov's (1979) Suggestopedia method of second language learning, for example, uses Baroque music, such as that composed by Mozart or Bach, to reduce stress in learners and enhance learning.

Brain Research, Songs and Learning
Research has revealed that there are specializations of the hemispheres of the brain. For about 95 percent of the population, the left hemisphere is dominant for language and speech. Emotions are processed in the right hemisphere if they are negative and the left if they are positive or optimistic (Wolfe, 2001). The hemispheres of the brain are constantly working together and are closely coordinated to produce a single view of the world and to communicate. It would follow that it is important to teach to both to halves of the brain in all curricular subject areas, including Core French. As has been discussed, the use of visuals, context, music and thematic units can engage both hemispheres of the brain to enhance learning. Another important strategy, according to Jensen is:

... engaging both hemispheres by combining music and voice. While it is true that music can engage the brain, a combination of words and music can dramatically increase the results. A "concert reading" is the purposeful use of music in teaching or training with planned content interplay creating the effect more like a sound track for a movie, play or an opera. Lozanov discovered that well-delivered concerts can open gateways to learning, reach the subconscious, create better understanding of subject matter, activate long-term memory and reduce overall learning time. (Jensen, 1995)

With the high quality of the technology now available to teachers in Core French classrooms for auditory student experiences, the use of songs and other auditory resources produced on CD players would be an effective teaching resource. As well, most homes today are equipped with the technology to support the students' home use of auditory FSL resources such as songs on a CD.

Today, music is everywhere. Advancements in technology have allowed people of all ages to make music an important part of their daily lives. Portable radios, compact disc players, and cassettes have made music more accessible than ever. The populace is tuning in, and educators are beginning to understand the vast implications of music as a powerful teaching tool. (Brown & Brown, 1997)

Conclusion
The students' results showed FSL achievement in both songs in both grades. The positive feedback from the students and their parents to the researcher about the study was very strong. Based on the literature review and the study results, educators might consider the purchase of well-researched Core French resources that include the use of songs to prevent or correct errors in their students' French. The development of this resource is a much needed and welcomed resource for any French teacher of students age 9-16+.

Staff development could focus on the use of such resources to help with the instruction of Core French. Examination of songs as part of Core French instruction that includes strategies that reflect the findings of brain compatible learning and the multiple intelligences theory could be included in the professional development of educators. Such staff development might identify the most effective strategies for teaching Core French oral communication skills, as well as expanding teachers' repertoire of error correction techniques.

The resource The Prevention and Correction of Errors in French: a Systematic Approach would help teachers contribute to achieving the goals outlined in the Action Plan for Official Languages (2003). The resource would also help teachers by changing student attitude in a positive manner. The feedback from the students and parents indicated interest, enthusiasm, and joy in learning. The systematic approach based on songs adapts course material for ever changing student populations and keeps students interested through music and choice of performance tasks.

From this study, several recommendations can be made for educators relating to policy and practice. School boards should consider the finding of this study when making policies for providing professional development for teachers to learn about systematic approaches to FSL error prevention and correction. Administrators and teachers should analyze the findings of this study when making decisions about the purchase and development of resources for Core French classes in schools. A systematic approach to error prevention and correction based on songs could strengthen the achievement of oral skill development of students in elementary Core French.

References
The Action Plan for Official Languages. (2003). Retrieved Aug., 2004 from www.edu.gov.mb.ca.

British Columbia Ministry of Education. (1995). Core French 5 to 12-Integrated
Resource Package 1995 . Victoria; Ministry of Education. Retrieved
February, 2003 from http://www.bced.gov.bc.ca/

Brown, R. & Brown, N. (1997). Use Songs to Teach. Reading & Writing
Quarterly , 13 (4), 349-355.

Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized
Tests, The K-12 Education That Every Child Deserves. New York: Penguin Putnam.

Harvey, C. (2004). Error Prevention and Correction in French: a Systematic
Approach. Veux-tu jouer? Teachers' Guide. North Bay, Ontario: Sound Language Solutions.

Jensen, E. (1995). Brain-Based Learning & Teaching . Del Mar, CA.: Turning Point Publishing.

Lozanov, G. (1979). Desuggestive Learning. A development of Suggestopedia.
Retrieved April 2003 from http://www.learningstrategies.com/

Politano, C. & Paquin, J. (2000). Brain-Based Learning with Class. Winnipeg, Manitoba: Portage & Main Press. Manitoba: Portage & Main Press.

Stern, H. (1984). A Quiet Language Revolution: Second-Language Teaching in Canadian Contexts - Achievements and New Directions. Canadian Modern Language Review/La revue canadienne des langues vivantes, 40( 5). 507-523.

Wolfe, P. (1997). Bringing Brain Research into Classroom Practice . Salt Lake City, Utah: The Linton Professional Development Video Journal of Education. 7(2).

Wolfe, P. (2001). Brain Matters, Translating Research into Classroom Practice.
Alexandria, VA: Association for Supervision and Curriculum Development.

Margaret Siebring is a teacher in the Comox Valley (S.D. 71) on Vancouver Island, B.C. She has appreciated the power of songs as a tool for learning, beginning with her years as an itinerant Core French teacher. She is now an Early Primary teacher who uses songs on a daily basis to enhance the learning in her classroom.