Creating student centred language learning environments through the innovative multimodal pedagogic use of Eurovision Music

Abstract

This paper presents and critically discusses the innovative educational research project called 'Teaching through the Eurovision: a multimodal research project' launched in 2014 in Maltese schools and later (i.e. ongoing) involving other schools around Europe (Newspoint, 2016). Adopting an innovative multimodal approach (based on Norris, 2004; Kress, 2010 and Cremona, 2015), the project proposes Eurovision Song Contest [ESC] related material as a tool facilitating student centred language learning contexts. This ESC related material includes songs, music videos, interviews, images and other online material. The first section of the paper sets the background by discussing the Eurovision Song Contest and its popularity around Europe and in Malta. Section 2 identifies the multimodal principles adopted by the project and the way each Eurovision related text is multimodally and critically interpreted before being used/ imported in class. The third section then presents insights from a Maltese case study illustrating how Eurovision related music and material were used to teach literacy skills to 11 and 12 year old students. In conclusion, the paper suggests that the insights included in this paper should be seen as just a first step. This paper should serve as an initial discussion about the pros and cons which teachers and students involved in the project identify as outcomes of the study. In this way, through this kaleidoscope of critical multimodal reflections, the project is constantly evaluated hoping for the further creation of effective and student centred pedagogical situations.