Abstract
Music has long been a favored medium for teaching languages. A cursory examination of the literature reveals numerous articles discussing the benefits of using music in language teaching, both for native language instruction (e.g., Bios, 1974; Doepke, 1967; Eastlund, 1980; Schmidt, 1976) and for second language teaching (e.g., Beardsley, 1957; Coe, 1972; Gatti-Taylor, 1980; Jolly, 1975). The tacit assumption of much of this literature seems to be that the sentence patterns and vocabulary learned through song will automatically become a part of the productive linguistic system of the learner.
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Graham, C.R. (1987). Music and the Learning of Language in Early Childhood. In: Peery, J.C., Peery, I.W., Draper, T.W. (eds) Music and Child Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8698-8_9
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DOI: https://doi.org/10.1007/978-1-4613-8698-8_9
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