As the need for Intercultural Communicative Competence (ICC) continues to shape modern language education, teaching approaches have begun to shift away from traditional literacy models. In response, educators are increasingly embracing a pedagogy of Multiliteracies, as proposed by the New London Group (2000), which emphasizes inclusive, culturally diverse experiences. This evolving framework supports learning through multiple modes, namely visual, oral, gestural, auditory, spatial, and tactile, providing learners with the tools to engage meaningfully in a globalized world (Adilbayeva et al., 2022). By embedding these multimodal practices into the language classroom, instructors can promote deeper cultural understanding while enhancing students’ ability to interpret and produce meaning across various contexts.

One of the most compelling multimodal tools in language teaching is music. Toscano-Fuentes and Fonseca-Mora (2013) highlight the value of relating both music and language in the EFL classroom. Recognized for its capacity to support intercultural learning, music fosters both cognitive and affective engagement (Kennedy, 2014). It enables students to build emotional connections, form social bonds, and encounter the cultural values embedded in the target language (TL). Musical resources also serve as authentic representations of culture, allowing students to immerse themselves in real-world language contexts. These experiences are vital for the development of ICC, as learners are not only acquiring vocabulary and grammar, but also absorbing the cultural nuances that shape communication.                             

Popular music, in particular, stands out as a powerful cultural artifact and educational resource. Educators can use it to introduce learners to diverse traditions and social realities through lyrics, rhythms, and cultural references. Sánchez-Vizcaíno (2022) demonstrated this with a curated selection of Spanish songs referencing cities, dances, and instruments. By interacting with idiomatic expressions and regional dialects found in songs, students gain exposure to the sociocultural elements of language (Failoni, 1993; Gold & Revill, 2006). Moreover, as Fernández-García (2023) notes, song lyrics can be adapted for learners of all ages and proficiency levels, making music a versatile and engaging pedagogical tool.

In tandem with these traditional resources, the rise of generative AI (GenAI) presents new opportunities for language learning. While GenAI has been primarily used to support monomodal writing tasks like drafting and editing, its potential for multimodal composition, blending sound, text, images, and video, remains underexplored (Kang & Kim, 2023). Recent advancements allow learners to become active content creators, generating media that reflects their interests and cultural perspectives. Previously, creators relied on pre-existing digital content, but GenAI now enables users to produce personalized songs, visuals, and narratives, adding a new layer of complexity and creativity to the learning process. While these innovations offer exciting possibilities, they also raise challenges related to privacy and the importance of maintaining human interaction in language development.

One notable tool in this emerging landscape is SUNO, an AI-driven platform that enables users to create original music and music videos from scratch. SUNO allows learners to compose songs tailored to specific linguistic themes or cultural content, encouraging them to apply their language skills in creative and meaningful ways. This not only fosters student engagement but also supports autonomous learning by blending technology, music, and intercultural understanding. By integrating tools like SUNO into language education, teachers can support a pedagogy that is not only modern and inclusive but also deeply aligned with the realities of how language, culture, and identity intersect in today’s world.

Both multimodal resources and AI have been taken into account in an innovative book Learn English and Culture with 50 Songs which presents a collection of 50 original songs designed to enhance language learning through a unique integration of the Common European Framework of Reference (CEFR) descriptors. Each song is carefully crafted to support the development of students’ linguistic competence, while also fostering intercultural understanding and socioemotional skills. The musical compositions are thematically organized and accompanied by engaging learning activities, such as fill-in-the-gap exercises, multiple choice questions, and short-answer prompts, allowing learners to interact with the language in meaningful, context-rich ways.

The songs explore a wide range of topics relevant to students’ lives and global citizenship, including themes like the natural world, entertainment, healthy lifestyles, and crime and investigation. Additionally, several chapters focus on significant festivities and cultural events. For example, one song honors the International Day of Non-Violence, highlighting the life and message of Mahatma Gandhi. Another celebrates Juneteenth, an important American holiday commemorating the emancipation of enslaved African Americans, symbolizing freedom and equality. Other cultural moments featured include Guy Fawkes Night in the UK, with its dramatic history and fireworks tradition, and Thanksgiving Day, exploring themes of gratitude and community.

Each chapter is enriched with a brief section of interesting facts about the theme or festivity, offering learners cultural insights and conversation starters. This combination of music, language, and culture makes the book a dynamic educational resource for classrooms aiming to go beyond grammar drills and vocabulary lists. It invites students into a more holistic language learning experience, one that resonates emotionally, culturally, and intellectually.

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References

Adilbayeva, U., Mussanova, G., Mombekova, N., & Suttibayev, N. (2022). Digital communication technology for teaching a foreign language and culture through reading. International Journal of Society, Culture & Language, 10 (3),1-30. https://doi.org/10.22034/ijscl.2022.543110.2472

 Failoni, J. W. (1993). Music as means to enhance cultural awareness and literacy in the foreign language classroom. Mid-Atlantic Journal of Foreign Language Pedagogy, 1, 97-108. https://www.scinapse.io/papers/58666588

Fernández-García, A. (2025). Learn English and Culture with 50 Songs. Letrame Editorial.

Fernández-García, A. (2024). Musical Input and a Multiliteracies Approach to Facilitate Intercultural EFL Learning. International Journal of English Studies, 24(2), 1–19. https://doi.org/10.6018/ijes.554961

Fernández-García, A. (2023). EFL learners’ narrative skills: the case of contemporary country music. Miscelánea: A Journal of English and American Studies, 67, 41–69. https://doi.org/10.26754/ojs_misc/mj.20237385

 Gold, J. R., & Revill, G. (2006). Gathering the voices of the people? Cecil Sharp, cultural hybridity, and the fold music of Appalachia. GeoJournal, 65, 55-66. https://doi.org/10.1007/s10708-006-0007-z

 Kang, J., & Yi, Y. (2023). Beyond ChatGPT: Multimodal generative AI for L2 writers. Journal of Second Language Writing, 62, Article 101070. https://doi.org/10.1016/j.jslw.2023.101070

Kennedy, V. (2014). Critical, cultural and multimodal approaches to using song as literature in language learning. Libri & Liberi, 3(2),295-310. https://doi.org/10.21066/CARCL.LIBRI.2014-03(02).0021

New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.) Multiliteracies: Literacy learning and the design of social futures (pp. 9-38). Macmillan.

Sánchez-Vizcaíno, M.C. (2022). Multimodalidad y cultura democrática en la enseñanza de lenguas extranjeras [Multimodality and democratic culture in foreign language teaching]. Peter Lang.

Syahrin, S., Algryani, A., & Irudayasamy, J. (2022). An interplay of communities of practice and Multiliteracies framework: A case study of the uses and practices of English literacy in Oman. International Journal of Society, Culture & Language, 11 (1), 189-202. https://doi.org/10.22034/ijscl.2022.560063.2730

Toscano Fuentes, C. M., & Fonseca Mora, M. C. (2013). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera. Teoría De La Educación. Revista Interuniversitaria, 24(2), 197–213. https://doi.org/10.14201/10361