This work presents an activity that demonstrates how a foreign language teacher can encourage secondary learners to go beyond whatever level they have reached by giving them opportunities to develop background knowledge and to reflect and notice how the English language works through songs and blogs. The results of this research show that this method is both motivating and stimulating for secondary learners because it is presented in a manner that is interesting and challenging and weaves together different subjects studied in the curriculum in order to improve cognitive intake. Through selected songs, the learners will see language as an holistic experience and will be engaged in both receptive and productive activities. In addition, they will learn to conceptualise all aspects of language and develop a blend of linguistic, communicative and intercultural awareness skills, and know-how that will enrich their personality and enhance their ability to continue language learning. This activity will open them to new cultural experiences and knowledge of historical and contemporary problems in the world.

In this paper the song examined is What I’ve Done by Linkin Park and the following steps and methodology is applied: Thinking about songs: 1. Looking at the song - 2. Responding to the song - 3. Reflection on the language of the lyrics - 4.Creation of a blogosphere - students share information, help each other with the language and content and develop technical and creative skills. 5. Curriculum link - there is a rich curriculum link to other subjects such as History, Geography, Social Science, Religion, Economics, Political Science, Computer Science, Art History, Languages; so that the topics could be conceptualised by the learners.

This song activity is a very stimulating way to activate discussion and gives secondary learners the possibility of cross-cultural considerations and a possibility to express opinions. Furthermore, it also encourages CLIL - Content Language Integrated Learning. This research has revealed that this activity builds and improves their level of the English language and cognitive intake in many disciplines. Furthermore, it also builds a cohesive and a cooperative attitude that is fundamental in the teaching and learning process in order to foster their desire and willingness for collaborative and constructive learning within the classroom community. The learners will become more responsible and autonomous for their own learning and will develop interest in contemporary problems, world issues, new experiences, other ideas, societies and cultures. This project has proven to be the root to successful teaching and learning where effective and dynamic communication becomes a lifelong learning and training process.

Keywords: autonomous, abilities, assessment, blogosphere, blogs, community, chat, cultural awareness, CLIL, curriculum links, collaborative, communication, constructive, creative, discourse, discussion, evaluation, English, feedback, forum, framework, grammar, ICT, interdisciplinary, knowledge, learner learner-cantered, lifelong learning, language, lyrics, moodle, methodology, peer, productive, reflection, research, receptive, songs, secondary learners, social networks, self-evaluation, scaffolding, task, technology, text types, transfer, weblogs.