Using Music to Support the Literacy Development of Young English Language Learners |
| |
| Authors: | Kelli R Paquette and Sue A Rieg |
| |
| Institution: | (1) Department of Professional Studies in Education, College of Education and Educational Technology, Indiana University of Pennsylvania, 570 South 11th Street, 327 Davis Hall, Indiana, PA 15705, USA |
| |
| Abstract: | Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. |
| |
| Keywords: | English language learners (ELL) English as a second language (ESL) Music Reading Vocabulary Comprehension Fluency Writing |
| 本文献已被 SpringerLink 等数据库收录！ |
|
