Network
NW 29 Research on Arts Education / NW 31 LEd – Network on Language and Education
Title
Music-based methods and strategies for learning languages
Abstract
When it comes to language learning, music can be used for many goals: to lower language learners' affective barriers, increase motivation, or develop different kinds of learning strategies. Additionally, teachers use singing or listening to songs in order to enhancing vocabulary and phrases, facilitate the learning of language structures and increase fluency.
Currently, educational environments benefit from increased access to diverse musical resources through mobile technologies. Simultaneously, students possess extensive musical repertoires at their disposal.
This Special Joint Call NW 29 & NW 31 invites scholarly contributions that explore the multifaceted potential of music as a pedagogical tool in diverse language learning contexts. Especially welcome would be contributions regarding “lesser learned & researched” languages (includign sign language or Braille etc.)
The Call
Music has long been used as a tool for learning, especially for the young ages. When it comes to language learning, music can be used to lower language learners' affective barriers (Passiatore et al, 2019, Dolean, 2016), increase their motivation, or develop different kinds of learning strategies (see Engh, 2013), which is something that teachers are aware of (Pudjijati et al 2024). Additionally, singing or listening to songs has proven to be effective in enhancing vocabulary (Coyle and Gómez Gracia, 2014, Legg, 2009), phrases (Legg, 2009, Ludke et al., 2014), structures (Alisaari 2015, Legg, 2009) and increasing written fluency (Alisaari & Heikkola, 2016), even though it can be challenging for language learners (Pérez-Carmona, Ortega Martin & Díaz Moheda, 2021).
Currently, educational environments benefit from increased access to diverse musical resources through mobile technologies. Simultaneously, students possess extensive musical repertoires at their disposal, including advanced AI tools capable of generating music across multiple languages and genres (Fitria, 2025).
This Special Call invites scholarly contributions that explore the multifaceted potential of music as a pedagogical tool in language learning contexts. We welcome research addressing its application across diverse linguistic settings, including foreign, second, heritage, indigenous, and other language classrooms.
- How have emerging technologies and AI tools transformed the use of music in language education?
- In what ways do AI-generated music and multilingual music platforms influence pedagogical choices in the classroom?
- What factors contribute to teachers’ decisions to use or avoid music in their language teaching practices?
- Do educators incorporate multilingual practices through music, or do they favor monolingual songs?
- How do ideologies such as “native speakerism” and monolingual approaches influence music selection in language education?
- How do language teachers collaborate with educators from other disciplines (e.g., music, arts, physical education) to integrate music into language learning?
- What are the benefits and challenges of interdisciplinary approaches involving music?
- For what specific educational purposes do teachers use music (e.g., emotional engagement, cultural awareness, pronunciation, vocabulary acquisition)?
- How is the use of music in language learning addressed in teacher education programs?
We welcome contributions with regard to all languages, but especially welcome would be contributions regarding “lesser learned & researched” languages (which are different from region to region, but exclude English). We aim to foster an interdisciplinary conversation that is academically grounded and practically useful within Europe and beyond.
Contact Person(s)
Tatjana Atanasoska tatjana.atanasoska(at)ph-ooe.at
References
Alisaari, J. (2015). Laulaminen paikallissijojen harjoittelun menetelmänä S2-opetuksessa. In M. Kauppinen, M. Rautiainen, & M. Tarnanen (Eds.), Elävä ainepedagogiikka. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia 9 (pp. 210-224). Suomen ainedidaktinen tutkimusseura ry. Retrieved from: https://helda.helsinki.fi/handle/10138/154156.
Alisaari, J., & Heikkola, L. M. (2016). Increasing fluency in L2 writing with singing. Studies in Second Language Learning and Teaching, 6(2), 271-292. http:// dx.doi.org/10.14746/ssllt.2016.6.2.5.
Coyle, Y., & Gomez Gracia, R. (2014). Using songs to enhance L2 vocabulary acquisition in preschool children. Teaching English to Young Learners, 68(3), 276-285. dx.doi.org/10.1093/elt/ccu015.
Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20(5), 638–653. doi. org/10.1177/1362168815606151
Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113-127.
Fitria, T. N. (2025). Being Songwriter and Singer Using Suno as AI Music Generator: Creating English Songs for Young Learners in Teaching Vocabularies. International Journal of Computer and Information System (IJCIS), 6(3), 180-199.
Legg, R. (2009). Using music to accelerate language learning: An experimental study. Research in Education, 82, 1-12.
Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory and Cognition, 42, 41-52. http://dx.doi.org/10.3758/s13421013-0342-5.
Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a Foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies, 2019(20), 121138. doi.org/10.7358/ecps-2019-020-passi
Pérez-Carmona, J., Ortega Martin, J. L., & Díaz Moheda, T. M. (2021). El aprendizaje del español como lengua extranjera mediante la música. Aula Abierta, 50(2), 643-652. [https://doi.org/10.17811/rifie.50.2.2021.643-652]
Pudjiati, D., Mappapoleonro, A. M., Malik, H. A., & Fitria, T. N. (2024). Pre-Service Teachers’ Perspectives on the Implementation of Song-Based Instruction in Teaching English to Early Childhood Learners. Education and Human Development Journal, 9(3), 272–285. https://doi.org/10.33086/ehdj.v9i3.6249