This paper asserts that memorization is an under-valued language acquisition strategy, noting that by including memorization in communication classrooms through oral question-and-answer prompts, songs, and memorized dialogues/skits, second language teachers can enhance student learning. The paper explains how oral questions offer a cooperative learning exercise where pairs of students can focus on a set of generic questions and stock answers. It goes on to note that because songs have a focused lyrical and grammatical content and some repetition of structures or phrases, they can be used effectively to teach the target language. Finally, the paper discusses how medium length dialogs, rehearsed and memorized as skits, not only teach three of the four basic language skills (reading, speaking, and listening), but also offer a kinesthetic and social component. The paper presents sample questions and answers, sample music-related exercises, and sample dialogues for classroom use. (SM)