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Investigating the substantive linguistic effects of using songs for teaching second or foreign languages to preschool, primary and secondary school learners: a systematic review of intervention research

Abstract:

Songs are popular resources with teachers of young language learners. In addition to important socioemotional and developmental outcomes, a common assumption is that songs will help support learning the target language. This systematic review narratively synthesises evidence from intervention research on the effects of using songs in second or foreign language classrooms on linguistic outcomes among children aged 2–18 years. 1862 potentially relevant reports were identified. After screening, ...

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Publication status:
Accepted
Peer review status:
Peer reviewed

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Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
ORCID:
0000-0003-2687-9722
More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
St Anne's College
Role:
Author
ORCID:
0000-0001-9399-0653
Publisher:
Elsevier
Journal:
System More from this journal
Acceptance date:
2024-05-21
EISSN:
1879-3282
ISSN:
0346-251X
Language:
English
Keywords:
Pubs id:
1997883
Local pid:
pubs:1997883
Deposit date:
2024-05-22

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