The use of rhymes and songs to develop English speaking skills of special and non-special needs students of third grade at Liceo Bella Suiza School

Abstract

This paper presents the results of research based on a participatory approach where the use of rhymes and songs, in order to develop English speaking skills in the third grade students of an inclusive classroom (a classroom that includes special and non-special needs students) was evaluated. Data collection was carried out through the following instruments:

A descriptive rubric was used to diagnose the population sample speaking skills level and to identify the aspects of oral production where weaknesses are present and on which the didactic unit was based and the intervention focused. During the intervention a field diary was used to record everything that occurred in the observed classes.

The analysed data suggests that songs could be useful to improve certain aspects of what a speaking monologue requires, such as vocabulary and pronunciation. However, grammar structures may not improve equally. Rhymes and songs are didactic resources that can be incorporated in different diagnoses and applied to an inclusive classroom with special and non-special needs students.