Open Access

Harald Spann

• Based on current models of literary and communicative competences and building on an action research study carried out in lower secondary schools in Austria, the aim of this article is to outline a methodological framework that EL2 teachers can use when planning a song unit for their learners. This framework seeks to provide a balanced approach to teaching and learning with songs and song lyrics: while fostering EL2 learning in classroom contexts, it does not solely exploit song lyrics as a language resource for EL2-focused teaching purposes, but also aims to do justice to the song itself as a literary and cultural artifact. The paper is divided into three parts. It begins by introducing the key theoretical concepts of the framework, then gives an example of how it can be used for teaching songs. Focusing on this example, the final section draws together the principal findings of an action research project that explored this methodological framework in EL2 secondary school contexts in Austria.