TEACHING ENGLISH IN PROFESSIONAL MUSIC EDUCATION (EPME) IN THE DIGITAL ERA
Main Article Content
Abstract
Music is taught in several different educational contexts, as a subject of learning in general education, instruction for future educators, or professional music education on all levels of study from pre-primary to higher education. This paper reflects on the topics in teaching methodology of English as a Foreign Language with a curriculum section dedicated to English for Specific Purposes focused on Music, in learning environments within professional Secondary Music School Education. Themes of course material design and use of digital media content are discussed and paths opened for further research by course designers and practitioners in the field of teaching English (EFL, ESL, ESP), CLIL, and English in Professional Music Education (EPME).
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How to Cite
Marić, S. J. (2022). TEACHING ENGLISH IN PROFESSIONAL MUSIC EDUCATION (EPME) IN THE DIGITAL ERA. Methodical Perspectives, 13(13), 141–161. https://doi.org/10.19090/mv.2022.13.141-161
Issue
Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
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Pašalić, M., Plančić, B. (2018). Issues Affecting Selection and Evaluation of ESP Teaching Materials. TOMS – Transactions on Maritime Science 02: 210–218.
Paterson, J., Willis, A. (2008). English Through Music. Oxford: Oxford University Press.
Pérez Niño, D. F. (2010). The Role of Music in Young Learners’ Oral Production in English. PROFILE 12 (1): 141–17.
Pravilnik, o planu i programu nastave i učenja umetničkog obrazovanja i vaspitanja za srednju muzičku školu. Službeni glasnik, Prosvetni glasnik. Accessed on August 3, 2020. URL:.
Puškášová, P. (2016). CLIL Activities in Music Lessons, Diploma thesis, Brno: Masaryk University, Faculty of Education – Department of English Language and Literature.
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Vaňková, Š. (2014). CLIL in Music Education. Final thesis. Brno: Masaryk University, Faculty of Education – Department of English Language and Literature.
Viladot, L., Cslovjecsek, M. (2014). Do you speak... music? Facing the challenges of training teachers on integration. Hellenic Journal of Music Education, and Culture 5: 7–20.
Willis, J. (2013). English through music: designing CLIL materials for young learners. Padres y Maestro 349: 29–32.
Woodrow, L. (2018). Introducing Course Design in English for Specific Purposes. London: Routledge.
Bennett, P. A. (2019). The effects of music in the foreign language learning classroom. Relay Journal 2 (1): 6–16.
Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education. New York: Routledge.
Ćirković Miladinović, I., Milić, I. (2012). Young learners and CLIL: Developing language skills in ELT Classroom Integrated with the Contents of Musical Education, in Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners, Conference Proceedings No. 11, ed. R. Popović & V. Savić (Jagodina: Faculty of Education): 55–62.
Đorđević, J., Radić-Bojanić, B. (2014). Autonomy in the use of digital resources in a legal English course. ESP Today 2 (1): 71–87.
Donesch-Jezo, E. (2012). English for Specific Purposes: What does it mean and why is it different from teaching General English? The Confluence Journal (India: College of Engineering and Technology, Nagpur) February: 1–7.
Haukås, Å., Mercer, S., Svalberg, A. (2021). School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non-Language Subject. TESOL Journal: 1–25.
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.
Kovačević, D. (2018). Pedagogical Conceptualisation of Content Knowledge in Teaching Art Music Related ESP. The Journal Of Teaching English For Specific And Academic Purposes 6 (3): 333–339.
Kovačević, D. (2019). Design of An Art Music Related ESP Course Syllabus in The Contemporary Context. The Journal Of Teaching English For Specific And Academic Purposes 7 (3): 95–404.
Krashen, S. (1982/2009). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lesiak-Bielawska, E. D. (2014). English for Instrumentalists: Designing and Evaluating an ESP Course. English for Specific Purposes World 43 (15): 1–32.
Lesiak-Bielawska, E.D. (2015). Key Aspects of ESP Materials Selection and Design. English for Specific Purposes World 46: 1–27.
Lesiak-Bielawska, E. D. (2018). Teaching and Researching English for Specific Purposes. Kraków: Księgarnia Akademicka.
Pašalić, M., Plančić, B. (2018). Issues Affecting Selection and Evaluation of ESP Teaching Materials. TOMS – Transactions on Maritime Science 02: 210–218.
Paterson, J., Willis, A. (2008). English Through Music. Oxford: Oxford University Press.
Pérez Niño, D. F. (2010). The Role of Music in Young Learners’ Oral Production in English. PROFILE 12 (1): 141–17.
Pravilnik, o planu i programu nastave i učenja umetničkog obrazovanja i vaspitanja za srednju muzičku školu. Službeni glasnik, Prosvetni glasnik. Accessed on August 3, 2020. URL:
Puškášová, P. (2016). CLIL Activities in Music Lessons, Diploma thesis, Brno: Masaryk University, Faculty of Education – Department of English Language and Literature.
Vašíček, Z. (2016). CLIL at a Czech Primary Arts School, in CLIL 2016: Book of Abstracts: International Conference New Perspectives on CLIL, Bilingualism and Plurilingualism (Bratislava): 21.
Vaňková, Š. (2014). CLIL in Music Education. Final thesis. Brno: Masaryk University, Faculty of Education – Department of English Language and Literature.
Viladot, L., Cslovjecsek, M. (2014). Do you speak... music? Facing the challenges of training teachers on integration. Hellenic Journal of Music Education, and Culture 5: 7–20.
Willis, J. (2013). English through music: designing CLIL materials for young learners. Padres y Maestro 349: 29–32.
Woodrow, L. (2018). Introducing Course Design in English for Specific Purposes. London: Routledge.