Hanna Kryszewska

Oxford University Press

BIOS

Jest starszym wykładowcą na Uniwersytecie Gdańskim, gdzie przez ponad dekadę kształciła na kursach dydaktyki przyszłych nauczycieli języka angielskiego w klasach 1-3 na kierunku Wczesna Edukacja i Nauczanie Języka Angielskiego, Instytut Pedagogiki, UG. Jest międzynarodowym metodykiem, trenerem i współautorem wielu książek, m.in.: Learner-based Teaching, OUP, Open Doors, OUP Polska, Towards Teaching, Heinemann, The Standby Book, CUP, Language Activities for Teenagers, CUP, The Company Words Keep, DELTA Publishing, podręczników ForMat, Macmillan Polska, oraz metodycznego kursu video. Od wielu lat jest trenerem współpracującym z Pilgrims Language Courses, Canterbury, Wielka Brytania, i Department for Continuing Education, University of Oxford, Wielka Brytania. Regularnie bierze udział w konferencjach w kraju i za granicą. Od lutego 2006 jest redaktorem naczelnym internetowego czasopisma dla nauczycieli Humanising Language Teaching www.hltmag.co.uk

ABSTRACT

Music to my ears

Music and rhythm play a very important role in cognitive development and stimulation of the brain. In a foreign language class music and rhythm can significantly enrich the language learning experience and have a number of functions. Firstly, if language stimulates centres in the frontal lobe and left hemisphere of the brain, music stimulates centres in the right hemisphere. So when music and language are combined the whole brain is stimulated, and therefore more receptive and productive. Secondly, music and rhythm can affect the learners’ mood, and by doing so help classroom management and overall classroom atmosphere. Thirdly, music and rhythm can promote spontaneous reactions, self-expression, creativity, and by doing so boost self-esteem and sense of achievement. Finally, they can bring fun and joy into the classroom, even when the language work is pretty basic. The extra bonus is that music based activities often carry strong cross-curricular (CLIL) and cultural elements.