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

Introduction

Music and language are the most prominent auditory symbol systems humanity converses through. An essential communicative tool, language allows for expression and definition of self and helps construct perception of the world. In sharing language, speakers exchange intellectual ideas, emotional sentiments, and cultural notions. Undoubtedly, language connects humanity. Music procures similar effects, from the expression and sharing of ideas and emotions, to fostering cross-cultural connections. Both of these symbol systems are innately connected through neurological consistencies in the early stages of life (Chen-Hafteck & Mang, 2018), follow similar developmental tracks (Willis, 2008), and have been linked in the fluency of key skills necessary in reading and music (Register, 2004). With communal function, similar learning processes, and neurological proximity, could the intersections of music and language each facilitate the learning of the other? Such questions foster the notion that music integration in foreign language learning builds positive affect and may reduce students’ experiences of anxiety. 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).

Music’s offerings to educators, parents, and most importantly, young learners grows clear in exploring its ample benefits in development, general classroom welfare, and support of language instruction. However, in the expansive field of early childhood education, music is often deemed a narrow, specialized skill, concluded to offer little relevance to mainstream pedagogy for varied reasons. First, cultural and theoretical assumptions foster a general lack of conviction in young children’s musical exposure. Based on the notion that conventional musical skills are essential, young children’s imminent acquisition of such skills fuels the belief that there is not yet a viable benefit from music (Young & Ilari, 2019). Reduced to the constricting confines of ‘arts’ education, music maintains the faulty presumption of prerequisite skills necessary to teach or learn. What’s more, these notions further the basis that musical learning and progress is simply the acquisition of a narrow set of performance abilities. Researchers have even found that educators without musical backgrounds involve music and singing less in their teaching (Kim & Kemple, as quoted in Young & Ilari, 2019). Constricting assumptions of music limit opportunities for integration and inclusion in mainstream educational interests, especially in early childhood and educational studies. Dispelling reductive beliefs and cultivating a broader view of musical development can enable educators, researchers, artists, and young students to reap the vast benefits of music integration in early childhood.

A variety of benefits have been found in early and primary educational settings, linking music with an array of academic and social advancements. Studies link students with musical exposure to improved memory and immediate recall (Rickard et al., 2010), enhanced cognitive functioning (Carmilleri, 2012), higher national test scores (Petress, 2005), increased reading ability (Janus et al., 2015; Register, 2004), and enhanced linguistic skills (Engh, 2013). Along with these positive effects, music can bring interest and relevance to instructional content (Brewer, 1995). The cognitive effect of music training in children has even been found to boost metalinguistic ability (Janus et al., 2015). Recent research has linked musicianship with foreign language development, including verbal memory and retention (Rickard et al., 2010), vocabulary knowledge (Janus et al., 2015), and having a “good ear” for discriminating and analyzing foreign speech sounds (Slevc & Miyake, 2006). Above all, music provides the opportunity for innovative expression in generating powerful pathways for creative observation, communication, and synthesis (Reif & Grant, 2010). Finally, social benefits conclude that students exposed to music possess greater self-esteem, relational skills, and overall confidence (Gove & Vaizey, 2012). Undoubtedly, advocating for music’s integration through the language learning process grows more evident in deeper analysis of existing research and literature.