THE LANGUAGE TEACHER online » <jalt-publicati ons.org/tlt> 62 | The Language Teacher » READERs’ FoRuM Keywords young learners, music, MEXt, Eigo (English) Note In this paper, I address Japanese primary school teachers who may fnd themselves having to teach English for the frst time as a result of MEXt’s plan to introduce compulsory English education in primary schools nation- wide. I propose that using music and singing in such contexts is benefcial for both students and teachers. For stu- dents, I argue that music has positive effects on lowering the affective flter, provides the opportunity to practice pronunciation, can help improve acquisition of the target language, and can assist in the development of automaticity. For teachers, the paper provides practical lesson ideas separated into speaking and listen- ing language skills. I also provide an overview of how specifc songs may be incorporated into the ffth-grade English syllabus proposed by MEXt. 文部科学省による学習指導要領改訂で、公 立小学校における外国語活動が新設され、 初めて英語を教えるという小学校教師が多 いと思われる。本論では、そんな小学校教 師への提言を行う。そのような場面では、音 楽や合唱が児童にも教師にも有益である。 音楽は学習者の情意フィルターを下げ、発 音練習の機会を与え、目標言語の習得に好 影響があり、automaticityの養成にも役立 つ。教師にとって実用的な授業のアイディア を、スピーキングとリスニングのスキル別に 提案する。また、特定の曲を題材に、文科省 の第5学年のシラバスへの取り入れ方も提案 する。 Music and MEXT: How songs can help primary school English teachers teach and their students learn James York tokyo Denki university W ith the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) recently introducing new guidelines regarding English educa- tion at the primary school level, primary school teachers fnd themselves at an important time of change. Unlike secondary schools, which may have multiple specialist English teachers, primary schools may have one, or, as in the majority of cases, no specialist English teaching staff. According to the MEXT (n.d.) guidelines, it is the role of “homeroom teachers” (students’ everyday teacher, not a specialist English teacher)—who may have low English language ability, as well as no experience in teaching English—to teach English to their students. However, without presuming that homeroom teachers are incapable of teaching English to their students, the current paper explores how the use of songs can be considered an important aid in helping both non-native teachers teach, and their students learn in this context. This paper is designed to provide practical ideas regarding the use of songs in the Japanese primary school EFL context. However, the theoretical grounding behind such ideas is also presented. Following this, concerns and considerations when using songs as a source of language are presented. Songs that complement the MEXT model syllabus are selected and a number of song-based activities designed to improve listening and speaking skills are introduced. The advantages of using the selected songs and activities from a teacher’s standpoint are also considered. Finally, a conclusion highlights the paper’s fndings.