A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills
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Altres documents de l'autoria: Cores-Bilbao, Esther; Fernández Corbacho, Anali; Machancoses, Francisco H.; Fonseca-Mora, M.Carmen
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A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional SkillsAutoria
Data de publicació
2019-10-04Editor
Frontiers MediaCita bibliogràfica
CORES-BILBAO, Esther; FERNÁNDEZ CORBACHO, Analí; MACHANCOSES, Francisco H.; FONSECA-MORA, M. Carmen (2019). A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills. Frontiers in Psychology, v. 10Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02238/fullVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
In a society where mobility, globalization and contact with people from other
cultures have become its distinctive traits, the enhancement of plurilingualism and
intercultural understanding should be of the utmost ... [+]
In a society where mobility, globalization and contact with people from other
cultures have become its distinctive traits, the enhancement of plurilingualism and
intercultural understanding should be of the utmost concern. From a positive psychology
perspective, agency is the human capacity to affect other people positively or negatively
through one’s actions. This agentic vision can be related to mediation, a concept rooted
in socio-cultural learning theory, where social interaction is considered a fundamental
cornerstone in the development of cognition. These social interactions in the language
learning setting may be facilitated through musical activities due to their social bonding
effect. This paper tries to offer insights into how a music-mediated experience in
language learning may develop students’ interpersonal and collaborative competences
to become active members of a more inclusive society. Mediation, considered to be a
paradigm shift in the foreign language classroom and for different out-of-class language
learning possibilities, could also provide an environment where learners maximize their
emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the
Common European Framework for Languages Companion Volume (CEFR/CV) and
the considerable repercussions it is bound to have for foreign language didactics, as
cooperative tasks become central to foreign language learning. We hypothesize that
mediated language learning experiences (MeLLEs) imply a socio-emotional change
in learners, focusing on the others, on their needs and interests, by trying to help
them understand texts, concepts or facilitating communication with their peers. An
intervention with a music-MeLLE was designed and implemented in an L2 classroom
of adult learners with divergent backgrounds. A self-assessment scale with mediation
descriptors and the socio-emotional expertise scale (SEE) were administered. Results
show that students become more mindful of their strengths, and of their capacity
for collaboration and teamwork. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills –
specifically with their expressivity. The implementation of a music-mediated experience
also promoted tolerance and enhanced learners’ intrinsic motivations for language
learning at the same time as acknowledging their diversity. [-]
Publicat a
Frontiers in Psychology (2019), v. 10Proyecto de investigación
This study was supported by the R C D project “Musical aptitude, reading fluency and intercultural literacy of European university students” (FFI2016-75452-R), funded by the Spanish Ministerio de Economía, Industria y Competitividad.Drets d'accés
info:eu-repo/semantics/openAccess
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