Music, movement and memory: Pedagogical songs as mnemonic aids

Abstract This article proposes a theoretical foundation and practical strategies for incorporating pedagogical songs and corresponding gestures into the language classroom. Music and movement are connected to verbal memory, which is a key component of language learning. Music and language are processed in the same areas of the brain, and recent empirical studies conducted with pre‐K‐12 learners around the world have found a range of benefits when music is integrated into language classrooms. In addition, neuroscientific research has found that presenting text through music can lead to increased recall. Verbal recall can be further enhanced by the incorporation of gesture. Pedagogical songs—created for classroom use and designed to target specific linguistic items—can harness the memory benefits of music for language learning. When teachers create these songs themselves, they can have full control over the songs’ linguistic content. This article outlines three approaches to the creation of pedagogical songs with accompanying examples, so teachers can create lyrics that fit the content they are teaching. Research‐based strategies for incorporating gestures and teaching songs are also presented.