~ Daily repetition of songs gives English language learners (ELLs) a chance to practice fluency as they utilize language that is familiar.
~ Fluency is important for young ELLs because it is what enables them to orally communicate with their peers and adults.
~ All students, including ELLs, should also be provided with a balance of repetitive or familiar songs and songs that provide opportunities for creativity, interaction with other students and utilizing cognitively challenging skills such as making inferences or problem solving (e.g., song games).
~ Second language acquisition theories also imply that using English as the medium of instruction to teach early literacy skills like phonological awareness (the ability to aurally discriminate speech sounds) will have no negative effect on ELLs acquisition of these skills (Cummins, 1984). This is because of the "linguistic interdependence hypothesis" (LIH). LIH states that a student who is linguistically proficient in their first language will demonstrate the same proficiency when learning a second language (Cummins, 1979).
~ Chiappe, Siegel and Gottardo (2002) found similar results in their study. They found that teaching early literacy skills such as rhyme or letter sounds in English did not disadvantage ELLs and that they should perform as well as their native-English speaking counterparts if provided with adequate phonological instruction.
~ Since the literature supports a strong correlation between music perception skills (e.g. distinguishing between various pitches or identifying melodies) and early literacy skills, songs can be an enjoyable and developmentally appropriate way for ELLs to learn those important literacy skills that help young children become successful readers.
~ Songs that reflect the variety of cultures in the classroom are also helpful in empowering families while helping students maintain their first language (Fillmore, 1991). To reiterate LIH, a strong foundation in a first language, facilitates the acquisition of a second language.
~ Fluency is important for young ELLs because it is what enables them to orally communicate with their peers and adults.
~ All students, including ELLs, should also be provided with a balance of repetitive or familiar songs and songs that provide opportunities for creativity, interaction with other students and utilizing cognitively challenging skills such as making inferences or problem solving (e.g., song games).
~ Second language acquisition theories also imply that using English as the medium of instruction to teach early literacy skills like phonological awareness (the ability to aurally discriminate speech sounds) will have no negative effect on ELLs acquisition of these skills (Cummins, 1984). This is because of the "linguistic interdependence hypothesis" (LIH). LIH states that a student who is linguistically proficient in their first language will demonstrate the same proficiency when learning a second language (Cummins, 1979).
~ Chiappe, Siegel and Gottardo (2002) found similar results in their study. They found that teaching early literacy skills such as rhyme or letter sounds in English did not disadvantage ELLs and that they should perform as well as their native-English speaking counterparts if provided with adequate phonological instruction.
~ Since the literature supports a strong correlation between music perception skills (e.g. distinguishing between various pitches or identifying melodies) and early literacy skills, songs can be an enjoyable and developmentally appropriate way for ELLs to learn those important literacy skills that help young children become successful readers.
~ Songs that reflect the variety of cultures in the classroom are also helpful in empowering families while helping students maintain their first language (Fillmore, 1991). To reiterate LIH, a strong foundation in a first language, facilitates the acquisition of a second language.
References
Chiappe, P., Siegel, L. S., & Gottardo, A. (2002). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23(01), 95.
Cummins, J. (1984). Schooling and language minority students: A theoretical framework. In California State Dept. of Education, Sacramento and the Office of Bilingual Bicultural Education. The role of primary language development in promoting educational success for language minority students (pp. 3-50). California State University, Los Angeles, CA.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. Doi:10.3102/00346543049002222
Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346. Doi: 10.1016/S0885-2006(05)80059-6.
Chiappe, P., Siegel, L. S., & Gottardo, A. (2002). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23(01), 95.
Cummins, J. (1984). Schooling and language minority students: A theoretical framework. In California State Dept. of Education, Sacramento and the Office of Bilingual Bicultural Education. The role of primary language development in promoting educational success for language minority students (pp. 3-50). California State University, Los Angeles, CA.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. Doi:10.3102/00346543049002222
Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346. Doi: 10.1016/S0885-2006(05)80059-6.