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The Hip-hop Method". English Language and Literature - A Tool for Humanising. New
Abstract
The question of using pop songs and music to humanize English language teaching has
been debated in different fields of applied linguistics for decades (Engh). Of all the works that
have addressed this issue, none has examined the humanizing potential of using popular music
such as Rap Music in India. This paper addresses this issue with special attention to Krashens
affective filter and within the framework of Gardners theory of Multiple Intelligence. A case study
of an Indian English classroom was conducted to clarify the effects of teaching using hip-hop
techniques on Indian students and illustrate the possibilities of adapting this novel method in India.
The use of music proved to be quite successful in engaging the language learners; moreover, rap
songs have potential to promote learning. Therefore, I argue that the results of this study might
1. Introduction
To humanize, means to make a place or system more pleasant or more suitable for people
("Humanize"). Humanization has been the target of several learner-centred approaches in ELT.
For example, Lozanov introduced Suggestopedia in 1978, in which baroque music is played in
class to help students relax and perform better by lowering their anxiety.
Moreover, songs have always been used to humanize an unfavourable environment. For
instance, songs made it easier to carry out physically demanding tasks such as harvesting; Wilcox
explained that they facilitated labour, since they "add rhythm and pacing to group work efforts
(qtd. in Salcedo 1). Schn et al. argued that the emotional appeal of songs and of music in general,
is the most widely accepted explanation of their function. They also pointed out that songs assist
the process of language acquisition because learning is optimal when the conditions for both the
emotional/arousal and linguistic functions are fulfilled (8). Several methods have utilized songs
to teach language. For example, in the 1960s, Asher developed Total Physical Response method,
which incorporated songs to develop listening fluency that can be demonstrated by observing the
immediately obey with a physical action (4). Another method that used songs is the Jazz Chants
method popularized by Carolyn Graham in her book Let's Chant, Let's Sing: Songs and Chants.
She explained that the point of the Jazz Chants is the rhythm, which links to the brain and to
memory. We can take advantage of that link whether the words are chanted or sung (8).
However, music is not ubiquitously used in todays classrooms because of certain factors, such
as, financial constraints (Murphey 16), lack of training, absence of musical ability (Segal 10) and
last but not least, the fact that music is considered a form of entertainment, and therefore, not of
Although rap music has not been the most popular genre in the United States, it has a strong
controversial status, and the original hit-songs of the 1980s are now considered classic, as they
are popular throughout the US (Sisario). Recently, rap music has been put in use to teach ESL/EFL.
The following section will give a brief review of the literature that has been written about the use
of rap in ELT.
2. Literature Review
Originated in the African American impoverished South Bronx, New York, in the late 1970s,
hip-hop is synonymous with rap music. Hip-hop is actually a comprehensive term for the culture
that is composed of four manifestations: the DJ music, rap, graffiti art, and breakdancing (Chang
9).
Rap is defined as the musical style incorporating rhythmic and/or rhyming speech. (Hip-
common, rap music and hip-hop culture have always been associated with the display of negative
emotions, violence, gangsters slang and thug life. Therefore, teachers often avoided the use of hip-
hop because most popular songs contained profanity, or due to the complex nature of the lyrics.
Nevertheless, a few teaching approaches used rap, and not only to teach English, but also to
teach other languages such as Spanish (Salcedo 23). One of the earliest EFL resource books
containing rap songs, specifically written for ELT, was written by Sarah Johnson and Katherine
Stannett under the title Raps! For learning English (2003), published in London by Mary Glasgow
Magazines.
There are several studies that concentrated on the effect of rap on young learners. For instance,
Weinstein conducted a study on the pleasures of rap as a literate practice among adolescents. Ten
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young students that love to write rap songs were examined to understand how imaginative writing,
be it poetry or rap lyrics, served a number of purposes: a venue for identity construction and
experimentation; an outlet for expressing resistance to family, school community, and societal
norms; and a way to vent sexual and emotional frustration, confusion, and desire (270-271). She
also maintained that the active learning strategies of many of the students had improved, and their
Furthermore, Segal used the term Rapping English to refer to the use of rap songs, written
by her, and videos as an aid in ESL curriculum to teach students vocabulary, grammar, discourse
and prosody. One of the aims of the method partially fulfills the Common Core State Standards
objectives for ELLs to have instruction in English foundational skills in order to create access to
grade-level course work (iii). Segal stressed that teachers do not have to be musically talented to
To the best of my knowledge, no research has focused on the reception of rap music by Indian
ESL students. Consequently, this study pursues to provide answer to the following question: Does
3. The Study
This study is a part of a long research that sheds the light on the evolution of language teaching
with the use of rap songs and social media; it is, therefore, designed as a case study with a limited
3.1 Background
Jason R. Levine, also known as, Fluency MC, published his book Rhyme-On-Time! )2010)
which contains the songs, lyrics, instrumental music, and lesson plans to his hip-hop teaching style
collocation-rich, [and] obsessively tailored to meet learners interests (Hofs). Levine developed
his own original rap songs for people of all ages and cultures to learn English, ESL/EFL, social
Studies, Math, and Science (Levine Fluency). His YouTube channel, which features some of
his lessons, music videos, and rap songs with their instrumental versions, has more than 33,500
subscribers and 4,701,772 views. In other words, he is an Internet celebrity. He has been teaching
in schools all around the world after the spectacular popularity of his videos on YouTube.
Levines explains his method by stressing that the best way to build a base of knowledge in
a foreign language is to follow the 3Rs: Relax, Repeat, Remember (Levine "Jason). Relaxation is
the hallmark of Suggestopedia, repetition is basis of Audio-lingual method, but in this case,
activities are not boring dills because enjoyable music and videos are involved, and remembering
is eventually done by repetitious listening to the songs that teach the collocations and culture of
English motivating interaction using Communicative Language Learning. That is, Levines
approach is not a revolution in ELT, but a natural evolution. In this study, one of his lessons was
3.2 Participants
The participants of this study were 4 females and 12 males aged from 17 to 40. The mean
average of their ages is 28. The participants were randomly chosen from the Linguistic
Empowerment Cell, which offers remedial English classes to Jawaharlal Nehru University
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Students. Participants belonged to different parts of India and three of them were foreigners. Ten
3.3 Instruments
In order to address the question of this study, Krashens affective filter variables (31) were
examined before and after the lesson using two questionnaires. In the pre-class questionnaire,
questions 1-9 were filtering questions. Questions 10-16 examined attitude, anxiety, self-esteem,
and linguistic aptitude respectively. Furthermore, participants reaction to the hip-hop method was
The song that was chosen for the lesson was Levines StickStuckStuck English ESL Irregular
Verb Grammar Rap Song. It is arguably the most famous song he has. Three videos were used in
the lesson. The first features Levine rapping the song in one of his classes using the whiteboard
with the verbs written on it. The second video features Levine alone in his library lip-singing along
the song with body movements that express the irregular verbs. The last video includes
instrumental music with the lyrics and the verbs with their past and past participle forms shown
on the screen with different colours. In the third video, Levine does not sing all the lyrics. He only
sings the beginning of each line that includes the infinitive form and the students have to shout
out the past and past participle. The lyrics of the song are in appendix I.
3.4 Procedure:
In order to introduce the concept of irregular verbs, the 50-minute lesson started with a
simple and beginner-level gap filling activity that was accompanied by relaxing music, "Until the
Last Moment" by Yanni Voices. The students were informed that it was a form of yoga, and that
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the objective is to stretch muscles of the brain. Gap-fill exercises were chosen because they are
the simplest to construct and probably the most commonly used song-based tasks (Kanel 222).
The activity lasted for 10 minutes and after it was completed, the first questionnaire was
distributed. Then, the first video was played while students enjoyed watching it without taking
notes. After that, I asked them about the meaning and use of irregular verbs in English that is not
new to them. Next, the lyrics of the song were given to them, and they read them while the song
was being played without the video; they were asked to underline any new words. After that, new
vocabulary was explained with the focus on the verbs. Next, the second video was played, and the
students were asked to pay attention to Levines body language and rhythm of the song. The final
stage was to play the shout out video for the students, and they were asked to sing along the beat.
This activity was repeated twice with the teacher participating to motivate the students to speak.
Speaking and listening skills, along with vocabulary and pronunciation development were the
targets of this lesson. After the lesson was finished, the second questionnaire was distributed. It
should be mentioned here that Levines lessons usually include more linked activities and follow-
3.4 Results
Data Analysis was done using IBM SPSS Statistics Version 20 software. After data entry,
The gap filling exercise targeted the first seven irregular verbs in the song. The exercise proved
that students did not know all the irregular verbs of English, even the frequent ones, such as
sleep, only 56.3% wrote its past and participle forms correctly. Eventually, only two students
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got a perfect score. The results of the test indicate that students needed the information that was
In the first questionnaire, all participants indicated that they love music, but only 62.5% loved
Moreover, answers that illustrate attitude, anxiety and self-esteem varied: 75% of participants
had positive attitude towards English language, and 93% of them had positive attitude towards
studying English. In other words, participants were highly motivated. However, 31.4 % did not
think that they could master the English language. Moreover, 31.2% had negative attitude towards
speaking and suffered from class anxiety. Most of the participants, 87.6%, claimed they had high
In the post-class questionnaire, all participants agreed that using rap in English class made it
easier and more interesting. Responses regarding the potential of using rap in the class were as
follows: 75% affirmed that teaching rap songs will help them master the English language, 12.5%
had no opinion to express and the rest disagreed. However, 87.6 % felt that rap facilitated the
learning of new vocabulary. Furthermore, 87.5% said that hip-hop method activities were easy to
follow, and 93.8% mentioned that they wanted to download English teaching rap songs on their
electronic devices. Moreover, 81.3% agreed that hip-hop method will help them improve their
speaking ability, yet 18.7 % had no opinion regarding that matter. Additionally, 68.7% of
The last part of the second questionnaire examined the students emotions during different
parts of the class. It seems that the majority of students loved the new teaching method and had
positive feelings regarding the hip-hop teaching method (see table 1).
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Table 1
Feeling While watching rap videos listening to rap singing with music
Neutral 6.3 0 0
Bored 0 0 0
Very Bored 0 0 0
The last item in the post-class questionnaire was an open-ended question asking the students
to add any comments regarding the lesson. 5 participants did not answer the question, and 11 gave
positive comments regarding the method and the use of rap music.
The hip-hop method was appealing to the participants of this study, which can be explained by
considering two factors. The first one is the effect that music has on students psychology, and the
Krashen mentions three main affective variables that impede or facilitate the delivery of input
to the LAD: motivation, self-confidence and anxiety (31). In fact, music has a phenomenal power
to create a situation in which students affective filters are lowered significantly (Engh 117).
Moreover, music lowers class anxiety; it is common knowledge that the universality of music
The pattern and procedures of Levines method also played a major role in the positive
response that the students displayed. Levine explains that we do not learn in alphabetical order
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through lists.Our brain wants patternsrecognizing them through visual and sound patterns
("Jason Levine Mextesol). Levines engaging activities provided multiple exposures to target
language. Thomas Garza, university distinguished teaching associate professor and director at
Songs often contain the elements of repetition, rhyme, and rhythm that facilitate
quick memorization and easy imitation. It is no wonder, then, that in song a foreign
Moreover, music activates the two halves of the brain, which increases learning ability by engaging
the right and left hemispheres simultaneously making the brain more receptive to input (Schn et
al. 8). As a result, more than one intelligence is activated during class making input more appealing
to students. Gardner calls the approach that focuses on logical or linguistic intelligences to teach
most subject content fundamentally unfair. It privileges those who have strong linguistic and
In conclusion, the hip-hop method is not an alternative method that replaces older ones.
Instead, it is an approach that capitalizes on the previous work in ELT. This paper has highlighted
the potential of using rap in an Indian ESL class. The results show that, within the financial and
time constraints, hip-hop can be used to humanize ELT in India. In addition to making the
classroom a pleasant place, the role of the teacher is redefined to become the facilitator or the co-
learner who does not have to be musically talented. The teacher task is to help the students learn
by organizing the social experience. It should be mentioned, however, that this method requires
some technological devices, such as a laptop, which might not be readily available in all Indian
classrooms. Nevertheless, this problem can be solved. Teachers can use a cheap and simple sound
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amplifier and connect it to an MP3 player or a mobile phone that has the rap songs. Then, students
can read the lyrics from handouts or on a blackboard instead of a laptop screen.
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Works Cited
Asher, James J. "The Total Physical Response Approach to Second Language Learning." The Modern Language
Chang, Jeff. Can't Stop, Won't Stop: A History of the Hip-hop Generation. New York: St. Martin's, 2005. Print.
Domoney, Liz, and Simon Harris. "Justified and Ancient: Pop Music in EFL Classrooms." ELT Journal 47.3 (1993):
234-41. Print.
Engh, Dwayne. "Why Use Music in English Language Learning? A Survey of the Literature." English Language
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. 1983. New York: Basic, 2006. Print.
Graham, Carolyn. Let's Chant, Let's Sing: Songs and Chants. New York: Oxford UP, 1994. Print.
Garza, Thomas J. "Beyond MTV: Music Videos as Foreign Language Text." The Journal of the Imagination in
<http://www.njcu.edu/cill/vol2/garza.html>.
"Hip-hop." Encyclopdia Britannica. Encyclopdia Britannica Ultimate Reference Suite. Chicago: Encyclopdia
Britannica, 2011.
Hofs, Martin. "ESL Teacher Interviews: Jason R Levine." Kaplan International Blog. Kaplan International English
"Humanize" Def. 1. Longman Dictionary of Contemporary English Online, Longman, n.d. Web. 01 Dec. 2014.
<http://www.ldoceonline.com/dictionary/humanize>.
"Jason Levine - Mextesol Selected Interviews." YouTube. YouTube, LLC, 21 May 2014. Web. 5 Dec. 2014.
<https://www.youtube.com/watch?v=g1mOm5poXlE>.
Kanel, Kim. "Teaching with Music: A Comparison of Conventional Listening Exercises with Pop Song Gap-fill
Krashen, Steven. Principles and Practices in Second Language Acquisition. N.p.: n.p., n.d. Sdkrashen.com. Stephen
Levine, Jason. "Fluency MC." Scoop.it. Scoop.it. Web. 6 Dec. 2014. <http://www.scoop.it/t/fluency-mc>.
Levine, Jason. "Jason R. Levine." Wiziq. WizIQ Inc. Web. 2 Jan. 2015. <https://www.wiziq.com/fluencymc>.
Salcedo, Claudia Smith. The Effects of Songs in the Foreign Language Classroom on Text Recall and Involuntary
Schn, Daniele, Maud Boyer, Sylvain Moreno, Mireille Besson, Isabelle Peretz, and Rgine Kolinsky. "Songs As An
Aid For Language Acquisition." Cognition 106 (2007): 975-83. Web. 12 Dec. 2014.
<http://www.brams.umontreal.ca/plab/publications/article/102>.
Segal, Beth. Teaching English as a Second Language through Rap Music: A Curriculum for Secondary School
Students. Thesis. University of San Francisco, 2014. N.p.: n.p., n.d. USF Scholarship Repository. Web. 10
Sisario, Ben. "Classic Hip-Hop Is Spreading on the Radio Dial." The New York Times 15 Dec. 2014. Web. 19 Dec.
2014.<http://www.nytimes.com/2014/12/16/business/media/classic-hip-hop-is-spreading-on-the-radio-
dial.html?_r=0>.
Weinstein, Susan. "A Love for the Thing: The Pleasures of Rap as a Literate Practice." Journal of Adolescent & Adult
Appendix I
The microphone I
take (took, taken). You shake (shook, shaken). Take shake
Wake (woke, woken) to the style I'm creating. Wake
Think (thought, thought). Seek (sought, sought). Think seek
Listen to the lesson that I teach (taught, taught). Teach
Please don't
dream (dreamt, dreamt); you've got to spend (spent, spent) Dream spend
time on your goals. Please lend (lent, lent) me your Lend
ear. Come near and I'll lay (laid, laid) Lay
Down this new sound that I make (made, made). Make
I hope you don't say that you think it's junk. Junk
I hope you don't think that I stink (stank, stunk). Stink
If you're thirsty for English, come drink (drank, drunk). Drink
Because I sink (sank, sunk) all competition when they Sink
hear (heard, heard) that I give (gave, given) Hear give
encouragement when I spit (spat, spat). Spit
Never quit (quit, quit); don't sit (sat, sat). Quit sit
Yeah, I like it like that. I'll even kneel (knelt, knelt). Kneel
And beg you to express what you feel (felt, felt). Feel
I rise (rose, risen) when I drive (drove, driven) through Rise drive
the beat; tap your feet as you ride (rode, ridden). Ride
Those that hide (hid, hidden) I find (found, found). Hide find
If you flee (fled, fled) then I'll track you down. Flee
Now you see (saw, seen) that I mean (meant, meant) See mean
Every word of the message that I send (sent, sent). Send
I show (showed, shown) I can fly (flew, flown). Show
Now you know (knew, known) I shine (shone, shone). Know shine
I'll throw (threw, thrown) you the ball. It's your turn. Throw
Grow (grew, grown) with the verbs that you've learned. Grow
Grammar through lyrics I draw (drew, drawn). Draw
Peace to ELLs, now I go (went, gone)! Go
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Appendix II
Pre-class Questionnaire
Dear student,
My name is Sari Hamoud. I am an MA linguistics student at the School of Language, Literature &
Culture, JNU. The main aim of this questionnaire is to collect data about your opinion concerning
the teaching of English using American hip-hop songs. In this research, your contribution is very
significant and will certainly improve the process of teaching English at JNU. Please, answer the
following items carefully and honestly. All the information you give will be kept confidential and
will only be used for scientific purposes.
1. Name: .
2. Sex: Male Female
3. Age:
4. Nationality:
5. Mother tongue (the language you speak at home):
6. Field of study..
=================================================================
STRONGLY NO STRONGLY
Check () the option that reflects your opinion DISAGREE
DISAGREE
OPINION
AGREE
AGREE
Appendix III
Post-Class Questionnaire
Express your feelings by selecting () a smiley Really Bored Bored Neutral Happy Great Other
face: :-|
Feelings
End of Questionnaire 2