UNIVERSIDAD SURCOLOMBIANA School of Education Master of Arts in English Language Teaching Teaching Blanca Inhrida Tru!illo Tru!illo "on#$le# Using Music to Su%%ort the Literac& De'elo%(ent of )oung )oung English Language Learners *elli R+ ,a-uette . Sue A+ Rieg+
The authors cite the statement from others in which they affirm Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development (Peregoy and Boyle, Reading, writing, and learning in E!" Pearson, Boston, #$$%& arico'an and etin, ongs, verse and games for teaching grammar" Internet TE! ), #$$$*" The article descri'es the 'enefits of incorporating music to daily processes and provides practical activities to implement in class for the developing of several literacy s+ills" The authors affirm that despite an aesthetic appreciation and musical training, it seems to 'e vital to foster creativity and to enhance literacy through music inside the diverse early childhood classrooms" Pauette and Rieg (#$$%* argue that music can transform classrooms in to positive learning environments where children thrive academically, socially, and emotionally" -hman.Rodrigue/ (#$$0* state that for many years, music has 'een used to enhance the learning power of young children" 1radner (2334* noted that the musical intelligence is the first intelligence to emerge in young learners" 5oodall and 6eim'ros+i (n"d"* agreed that music plays an important role in language and literacy development" The researchers claim that childs initial introduction to patterned text seems to occurr first in songs, chants and rhymes which are repeated through childhood" 7nd when those are utili/ed , concepts a'out print 'ecome more meaningful and conventions of print are learned in context" 7ccording 7ccording to 8rashen’s 8rashen’s theory a'out a'out the affective affective filter" filter" Because Because of the casual casual learning learning environment used when singing, songs are one method for achieving a wea+ affective filter and promoting language learning" /indings any songs, li+e fol+ songs, follow a repeated verse form with rhyme and have other discourse features that ma+e them easy to follow according to arico'an and etin (#$$$*" ongs can 'e used to teach a variety of language s+ills, such as sentence patterns, voca'ulary, pronunciation, rhythm, and parts of speech" Prosodic features of the language9stress, rhythm, and intonation9can 'e presented through songs as well"
otions can 'e added to the songs to ma+e them more meaningful and en:oya'le for the children (-hman. Rodrigeu/ #$$0& arico'an and etin #$$$*" Teachers can use music to improve children’s writing s+ills in many ways" ;irst, students can write new words for old songs (Isen'erg and )alongo #$$3, in press& & Peregoy and Boyle #$$%*" These strategies can 'e implemented effectively with song. 'ased literature" Paired or partner reading is when a more fluent reader reads first, and the partner repeats the text" Then, roles are reversed so that each student has a chance to 'e the lead reader (Bursu+ and =amer #$$>*" Conclusion Integrating music into children’s everyday activities promotes literacy development, particularly with E!!s" usic is a way for children to experience rich language in a pleasing way (5oodall ? 6iem'ros+i, n"d*" 5hether children listen to the @@music’’ of the rain, popular children’s songs, or ma+e their own musical compositions, important s+ills, such as reading, writing, listening, and spea+ing are developed" In an early childhood classroom, a musically, literacy.rich environment will generate interest, encourage creativity, and set the stage for a positive learning environment" Plato once said, @@usic is a moral law" It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything’’ (5ordsworth =ictionary of usical Auotations 2332, p"0*"
