Musical Training in the Advancement of Linguistic and Cultural Knowledge in a Cohort of Taiwanese University Early Chidhood Education Majors

音樂課程訓練提升台灣幼保系學生之語言與文化知識

While the positive effects of music on classroom learning are well-documented, empirical support for music education as a vehicle for second-language acquisition and facilitating cultural awareness is lacking. To analyze advances in language, music and cultural competence in a cohort of early childhood education majors, a study was conducted evaluating a music-based curriculum using both Chinese and English songs and structured, cross-cultural musical activities. The curriculum was taught to 150 Taiwanese university students enrolled in an early childhood music education course, and assessed via an “English Language and Music Background Questionnaire,” at pre-test and post-test, teacher observations, semi-structured student interviews, student feedback, and researcher-teacher field notes. While research demonstrates that music used in the adult English as a second language (ESL) classroom improves listening comprehension, speaking, reading and writing skills (Eken, 1996), data on the development of linguistic and cultural competence in a specific population, i.e. university early childhood education majors, had not been assessed. Research results demonstrated that students undergoing a systematic music program to learn language and culture significantly advanced in linguistic, musical and cultural competence. Implications for the application of music in curricula designed to improve language and cultural awareness in early childhood education majors worldwide is significant.