Over the years, there have been numerous studies that show a link between first language (L1) acquisition and musical abilities and/or musical exposure. Although studies related to second language (L2) acquisition are less prevalent, it would stand to reason that music can have similar benefits in an L2 setting due to the similarities between first and second language acquisition. Additionally, “music is one of the few activities that involves using the whole brain” (Doron, 2013.) This is when music is approached in a wholistic way, such as playing music and/or dancing/performing actions to the music instead of separating them and using them individually. When engaging the whole brain, we are able to have better engagement and hopefully better recall.
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Children learn their first language through constant exposure, but this process can be aided through the use of rhymes and songs. According to Helen Doron (2013), a linguistic scientist, it is the children who grow up listening to music that are able to draw upon musical connections and in turn they develop stronger linguistic skills. This could be why many children's television programs include songs as a mnemonic device. Additionally, at pre-school and throughout the first years of school, students are taught songs to help them learn content, such as vocabulary, grammar, and prosody. Moreover, the repetitive nature of music, including the recurring patterns and rhythm that is applied, promotes memorization and recall (2013). For example, students can develop “verbal memory” in order to recognize familiar words (Patterson, 2016.) Since L2 acquisition can mirror L1 acquisition, it seems logical to apply this learning strategy to learning a second language.
Language segmentation, phonological production abilities, and reading (in both L1 and L2) have been proven to improve with music instruction (Zeromskaite, 2014.) Moreover, a study done with 48 grade two students showed that when music was paired with illustrations, students scored consistently higher in their vocabulary test (Medina, 1990). We can hypothesize based on this data that it is not simply music on its own that aids and promotes language development but there should be the use of visuals (this can be in the form of an action or an image.) Education Through Music (ETM) encourages the use of music games to teach students language. This is similar to the Kodaly method because it “derives real-life learning situations for children through ‘song-experienced games’” (Welch & McPherson, 2012.) It is because of the repetitive nature of a game and song that helps incentivise the engagement of students (2012.) It seems to be a safer environment for students to practice and use their new language skills because they know what to expect (due to the repetition) and so they may feel more confident in the potential for success.
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Music is also a cultural artifact, as every culture has its own music styles and instruments. Using music in the classroom can help students explore the L2 culture, which can help in understanding the language better (e.g., why some words are used versus others and even comprehending slight nuances in speech itself.) This can also help students from different cultural backgrounds (such as immigrant students) connect to the content because it is not always important to understand the words in order to enjoy, appreciate, and connect to the music itself.
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References:
Doron, H. (2013). How Music Helps Children Learn Language. Blog. https://www.helendoron.com/how-music-helps-young-learners-acquire-language/
Medina, S. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, San Francisco, CA. (ERIC Document Reproduction Service No. ED352834.
Patterson, J. (2016). Can Listening to Music Help Your Child with Language Development and Reading Comprehension? Article from “Psych Central.” https://www.helendoron.com/how-music-helps-young-learners-acquire-language/
Welch, G. & McPherson, G. (2012). Introduction and Commentary: Music Education and the Role of Music in People’s Lives. The Oxford Handbook of Music Education. Vol. 1, pg. 273-274.
Zeromskaite, I. (2014). The Potential Role of Music in Second Language Learning: A Review Article. Journal of European Psychology Students, 5(3), 78-88, DOI: http://dx.doi.org/10.5334/jeps.ci
Doron, H. (2013). How Music Helps Children Learn Language. Blog. https://www.helendoron.com/how-music-helps-young-learners-acquire-language/
Medina, S. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, San Francisco, CA. (ERIC Document Reproduction Service No. ED352834.
Patterson, J. (2016). Can Listening to Music Help Your Child with Language Development and Reading Comprehension? Article from “Psych Central.” https://www.helendoron.com/how-music-helps-young-learners-acquire-language/
Welch, G. & McPherson, G. (2012). Introduction and Commentary: Music Education and the Role of Music in People’s Lives. The Oxford Handbook of Music Education. Vol. 1, pg. 273-274.
Zeromskaite, I. (2014). The Potential Role of Music in Second Language Learning: A Review Article. Journal of European Psychology Students, 5(3), 78-88, DOI: http://dx.doi.org/10.5334/jeps.ci