As teachers, policymakers, and researchers consider
the applicability ofmusic in English, both the discipline
and language, teaching situations, an analysis like that
done here, if further verified through larger samples,
can provide insights into the educational and cultural
value of certain texts, including songs and their lyrics.
What can be learned by focused readings of texts can
bear significance on the cultural context, whether that
is the one immediately in front of a teacher’s students
or the larger context of an area, province, or nation. As
we have elucidated in our analysis, songs, their lyrics,
and the artists who perform them can carry with them
certain subversive elements—codes thatmay corrupt the
delicate balance required for communicative exchanges.