This master’s thesis presents a teaching innovation project aimed at improving English pronunciation in high school students through musical and vocal techniques inspired by choral training. Through structured activities such as vocal warm-ups, language exercises, and echo games, the project aims to integrate pronunciation instruction into daily classroom routines, focusing not only on sound articulation but also on prosody and intonation. The expected results include a significant improvement in oral proficiency, an increase in students' communicative confidence, and greater engagement in learning the foreign language. The project pays special attention to the emotional component of learning, reducing anxiety and creating a safe and motivating environment. Among the lessons learned, the need for more systematic attention to pronunciation stands out, as well as the potential of a musical approach as a pedagogical tool. It is recommended training teachers in basic voice techniques, adapting tasks to different levels, and using accessible technological resources. This proposal opens new avenues for innovation within bilingual education, giving music and body awareness a fundamental role in the development of language skills. Furthermore, it raises the possibility of extending this methodology to other educational levels and contexts, fostering more inclusive, emotionally aware, and communicatively effective teaching.
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