Abstract:

This Pedagogical Project, developed within the Teachers Training framework, aims to achieve a better acquisition of meaningful knowledge of a foreign language in Early Childhood Education through practical experience in the classroom. The use of music in second language teaching allows students to explore their voices, improve their ear, develop their natural rhythmic sense, express themselves with their bodies through the use of games, and lose their fear of communicating in another language different from their mother tongue, improving their pronunciation and in general their listening and speaking skills in the form of poems, chants, rhythmic language, movements and songs in English in a creative way.
This study aims to explore the possible improvements students can make in pronunciation as well as in the acquisition of oral competencies through pronunciation and listening activities, facing the challenge that gradual implementation of bilingual English teaching involves.
The methodology used supports English teachers in Early Childhood Education classrooms who look to incorporate music, movement, poetry and rhythm into their classes, offering a new teaching model.
We will conclude by offering the development of a teaching model based on the integration of those musical and rhythmic elements.

Keywords:

Early Childhood Education, bilingual schools, music, poetry.