Early Childhood Education Journal

, Volume 36, Issue 3, pp 227–232

Using Music to Support the Literacy Development of Young English Language Learners


DOI: 10.1007/s10643-008-0277-9

Cite this article as:
Paquette, K.R. & Rieg, S.A. Early Childhood Educ J (2008) 36: 227. doi:10.1007/s10643-008-0277-9


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.


English language learners (ELL) English as a second language (ESL) Music Reading Vocabulary Comprehension Fluency Writing 

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.Department of Professional Studies in EducationCollege of Education and Educational Technology, Indiana University of PennsylvaniaIndianaUSA

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