ERIC Number: EJ820198
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 0
Using Music to Support the Literacy Development of Young English Language Learners
Paquette, Kelli R.; Rieg, Sue A.
Early Childhood Education Journal, v36 n3 p227-232 Dec 2008
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.
Descriptors: Creativity, Music Education, Music, Singing, Reading Fluency, Young Children, Emergent Literacy, Language Skills, Skill Development, Early Childhood Education, Language Fluency, Vocabulary Development, Comprehension
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A