Abstract:
Background: Songs are instruments that enhance pedagogy of diversity. Songs are appreciated for their pedagogical, cultural, linguistic and entertaining features. Songs also enhance students’ receptivity and help students understand the target language. However, empirical research examining the effects of songs as used in children’s classrooms remains scarce. In addition, despite their benefits, teachers in many educational settings in Africa have relegated songs to
mainly recreation and entertainment part.
Purpose: The purpose of this research is to explore the value of songs as a medium of teaching Swahili tense, lexis and negation.
Theoretical Orientation: The study is anchored on the Affective Filter Hypothesis in Stephen Krashen’s Theory of Second Language Acquisition as an explanation of its practical applicability to English language teaching and learning.
Design, Sample and Methods: The study was carried out from a qualitative perspective. The Kiswahili song “Mchikicho” was purposively sampled to illustrate how songs can be applied in the teaching of vocabulary, tense and negation in Kiswahili. The study also conducted interviews with two linguists in order to gain an in-depth understanding of the application of songs in the
acquisition of Swahili tense, lexis and negation. The interviews and notes arising from the analysis of the Swahili song were transcribed and analysed thematically.
Results: The findings of the study indicate that songs reinforce the teaching of Swahili tense, lexis and negation. In addition, the study found that that songs which are simple, short, interesting, memorable, enjoyable, assist in the teaching of vocabulary, tenses and negation in Swahili.
Conclusions: The study concludes that songs are viable vehicles for teaching Swahili tense, lexis and negation. In addition, when complemented by songs, classroom instruction become enjoyable and interesting, promoting a deeper level of learning.
