Buzz, Summ or Vızz? Supporting Early Multilingualism through Music Education (Keynote)

Kurzfassung/Abstract

In the course of history, the understanding of bilingualism has shifted from perfectionism to differentiation. This allows the discourse to continue addressing the wider cultural aspects of language learning processes, including both desirable and undesirable multilingualism. Therefore, in times of complex social and political challenges, where the role of languages is becoming increasingly important, there is an urgent need for educators to understand the potential of reciprocal learning relationships between music and languages, including in bi- and multilingual contexts. Previous research has shown similarities in neuro-cognitive processing and parallels in learning stages between music and languages. Studies also support the use of music to support different aspects of language acquisition, including vocabulary, verbal memory connection, phonological awareness as well as listening and pronunciation skills.

Drawing on the information presented, the keynote address will focus in particular on the following key points:

a. What are the pedagogical links between music and language learning?
b. How can multilingual children be encouraged to integrate music-language exercises into their daily routines?
c. What do the results of the Turkish-German parents' case study tell us about the challenges of raising bilingual children? What can music education offer to support these issues?

The presentation will discuss the topic from a theoretical and historical perspective and try to offer practical exercises that could be used in different educational settings by parents, carers, teachers and educators.