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There is no human society without its poetry. There is no human society without its music. When put together, they constitute a powerful force for both cultural cohesion and identity and for individual fulfilment.

In relation to language learning, the use of music and song offers two major advantages:

1 Music is highly memorable. Whether this is because it creates a state of relaxed receptivity, or because its rhythms correspond in some way with basic body rhythms, or because its messages touch deep-seated emotional or aesthetic chords, or because its repetitive patterning reinforces learning without loss of motivation – whatever the reason, songs and music ‘stick’ in the head.

2 It is highly motivating, especially for children, adolescents, and young adult learners. Popular music in its many forms constitutes a powerful subculture with its own mythology, its own rituals, and its own priesthood. As such it is a part of students’ lives in a way that so much else we use is not. If we can tap into it, we release unsuspected positive energy.

But the appeal of music and song is not confined to the young, or to popular music alone. Folk music, opera, classical music, ethnic music – all have their devotees. The motivational appeal is present to many different types of learners.

Clearly, it would be unwise to ignore this flexible and attractive resource. Indeed, language learning has always made good use of it. This rich vein has never been quite so fully worked as in this book, however. The author sets out to prove his contention that ‘anything you can do with a text you can do with a song’. But he goes beyond this to call upon the unique properties of music and song also. The result is a fascinating and varied array of material and ideas in a form highly accessible to teachers at all levels.

Alan Maley