In this workshop we will describe our use of folksongs as a teaching tool in the revitalization of Mingo, an Iroquoian language native to Ohio, Pennsylvania, and West Virginia.
Teachers have been using songs in language classes for a long time to help students internalize a second language. Rhythm and melody help fix the words in memory. However, traditionally, there have been two problems which limit the effectiveness of this use of music. First, the songs are chosen primarily for cultural value rather than pedagogical concerns. Thus, songs may contain grammatical structures and vocabulary that are too difficult for students or not applicable in other speaking and listening situations. Second, the flow of information is one-way and very teacher-centered. The teacher chooses the music and decides how to sing the songs. The Mingo Language Folksong Project avoids both of these problems.
First, the songs are specifically created for the purpose of language learning. Familiar or readily-learnable melodies and repetitive lyrics allow students to quickly internalize the basic framework of the song. Then, students can focus their attention on the new grammatical structures or vocabulary words that are incorporated into that familiar framework. These songs, called 'zipper songs' in the Anglo-American folk music tradition, make it easy to internalize new linguistic information.
The second problem is avoided by having students create their own music. In addition to sacred songs, which will not be played at the conference, the Mingo have made lullabies, party songs, and other zipper songs. Some recorded examples can be found at http://www.bgsu.edu/departments/tesl/mingo/
This workshop will give guidelines on the construction and use of invented folk songs in language teaching, and we will play some of the Mingo songs as examples.