Language and Music: ESOL for the Early Years

Music has long been considered an activity that transcends language, something that people everywhere can understand, like love, smiles and laughter. In fact, its composition has been explored in terms of understanding links between rhythm and breathing, rhythm and learning, even singing and immunity. However recently, a study (Chen et al, 2024) explored “Technology Enhanced Language Learning” (TELL) towards learning English.

Skills From Music

Music evokes emotions, captures attention and helps learning. It also promotes academic achievement, creative thinking and self-esteem, all essential for learning language. Music develops skills including critical thinking, creativity and self-confidence and has been found to improve vocabulary acquisition, pronunciation skills and comprehension of language structures. Rhythm and melody help to engage hearing which helps with memorising and retaining content.

Why Use Tech

Different technology approaches that have been used in research to develop musical-language skills include computer-based learning, mobile learning and electronic learning. These help to personalise learning to individual needs, which has resulted in improving achievement. Specific aspects that enrich learning include text, images, and videos as well as music.

Iranian Study

A ten-week course was devised to teach 6700 Iranian elementary/primary learners in language schools. Using instruments like xylophones and flute instruments, as well as movement and musical games and stories, children were introduced to songs which were sent home for reinforcement (parts of the session were recorded by the teacher and sent to parents through social media). It included individual music performances, song listening, singing and ended with relaxation music (Chopin).

Academic Impact

Through questionnaires given at the beginning and end of the ten-week course, it was found that children’s academic achievement clearly improved, similar to other research findings showing improved verbal and arithmetic scores. Engagement and active participation also improved, similar to existing research where performance, composition, singing, enhancing motivation and cognitive engagement enhanced improvement. Speaking and listening were improved through music’s rhythmic structure, helping to develop timing, intonation and sound reproduction, also shown in previously existing research.

Creative Impact

Findings showed a significant improvement in creative thinking due to engagement in activities including writing songs, composing music and participating in group music-making, helping children to generate unique ideas and express their imagination. Activities also promoted divergent thinking and problem-solving due to the multi-sensory elements of visual, auditory and kinaesthetic. Collaboration was encouraged through creating a supportive and inclusive environment of active dialogue, compromise and exchange of diverse ideas.

Emotional Impact

Self-esteem was shown to improve, encouraged by the enjoyment of creating music, peer appreciation and the accepting environment. Social bonds improved, helping to encourage risk-taking and overcoming challenges. Perseverance in learning built resilience and growth mindset, which became evident in other subjects and improved students sense of self-worth.

Many of these ideas can be easily implemented, and here are a few songs that can support this creative way to improve ESOL skills in young learners.

I Had A Dog

I had a dog

His name was Rover

Every time I called his name

He rolled over and over

Roll over, Rover; roll over, Rover

Roll over, Rover; now move on

Action songs are a great introduction to language, especially where movement is named. This fun song can be used with a toy dog that gets passed around to each child as they sing the song and then at the chant, the child with the dog gets to “roll over, Rover”. For extra musical benefit and rhythmic development, get children used to passing the dog on the beat (underlined words).

Tideo

Through one window, tideo

Through two windows, tideo

Through three windows, tideo

Jingle at the window, tideo

This lovely circle song has the children standing in a circle, holding hands. Raising them up, one child goes through one arch or “window”, then the next arch / “window”, and a third arch / “window”. At the next arch / “window”, the child “jingles at the window” but swapping places and a new child begins the song again!

If You’re Happy And You Know It

If you’re happy and you know it, clap your hands

If you’re happy and you know it, and you really want to show it

If you’re happy and you know it, clap your hands

If you’re happy and you know it, stamp your feet …

If you’re happy and you know it, turn around …

This traditional song can be sung with the usual verses, or have as many or as few verses added to it as the imagination can handle! Best of all, actions are described using words, children participate together, learning from each other whilst being involved themselves.

The Wheels On The Bus

The wheels on the bus go round and round

Round and round, round and round

The wheels on the bus go round and round

All day long

The wipers on the bus go swish-swish-swish …

The doors on the bus go open and shut …

The mummies on the bus go chat-chat-chat …

The daddies on the bus go nod-nod-nod …

Another traditional song where verses can be sung as usual – or expanded according to themes (e.g. animals on the bus) or interests (princesses on the bus, ogres on the bus). The actions or noises help to develop understanding of concepts.

Language is one of the most powerful resources we have as people. We can use it to work together as well as against each other. Language helps us to navigate life, and when people change countries, for so many reasons, it becomes an essential skill to master. Supporting children in learning additional languages can be made so much easier if music becomes part of the educational plan.

References:

Chen, M., Mohammadi, M., Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica. 247. 104318. https://doi.org/10.1016/j.actpsy.2024.104318.

https://www.sciencedirect.com/science/article/pii/S0001691824001951