Music and Language Learning

2012 ◽  
Keyword(s):  
Language Learning ◽  
Music And Language

16 Music and Language Learning: Emotions and Engaging Memory Pathways

2016 ◽  
pp. 359-373 ◽  
Author(s):  
M. Carmen Fonseca-Mora ◽  
Francisco Herrero Machancoses
Keyword(s):  
Language Learning ◽  
Music And Language

scholarly journals Musical Competence and Second Language Learning

2021 ◽  
pp. 149-164
Author(s):  
Liudmila Konyakhina ◽  
◽  
Andrey Ivanov ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Speech Processing ◽  
Second Language Learning ◽  
Future Research ◽  
Brain Potentials ◽  
Music And Language ◽  
Positron Emission ◽  
The Relationship

In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.

Music and Language in Early Childhood Development and Learning

2012 ◽  
pp. 260-278 ◽  
Author(s):  
Lily Chen-Hafteck ◽  
Esther Mang
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Early Childhood Development ◽  
Environmental Influences ◽  
Integrated Approach ◽  
Childhood Development ◽  
Music And Language ◽  
The Relationship

This article, which investigates the relationship between music and language in development and learning during early childhood, does so by considering the potentials and inborn abilities in early childhood, the environmental influences, and the interactions between music and language development in children. Finally, it discusses implications for education, suggesting an integrated approach to music and language learning.

Music Integration to Reduce Experiences of Foreign Language Classroom Anxiety in Early Childhood Education

2020 ◽  
pp. 58-76
Author(s):  
Jennifer Yvette Fortin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Anxiety ◽  
Childhood Education ◽  
Music Integration ◽  
Music And Language ◽  
Language Classroom ◽  
Integrative Curriculum

Music and language are humanity's most powerful auditory symbol systems. They are connected neurologically early in life, develop similarly, and are linked academically. With communal function, similar learning processes, and neurological proximity, could the intersection of music and language each facilitate the other? This chapter explores the benefits of music integration in language learning, particularly to improve classroom affect and reduce students' experiences of foreign language anxiety (FLA). Exploring the benefits of integrative curriculum, music in the classroom, and language learning theory and methodologies, this work offers a theoretical foundation for further research. By illuminating the connection between music integration and positive classroom affect, further opportunities to develop and implement more effective linguistic classroom practices can improving education's impact in early childhood education.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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