A Critical Analysis of Lexicon and Phonological Development through Children’s Songs in First Language Acquisition

Abstract

This paper investigates the significance of children’s songs in promoting vocabulary and phonological development during first language acquisition, especially within diverse and multicultural educational contexts. It adopts Sociocultural, Postmodern, and Interactionist theoretical frameworks to analyse the influence of these songs on language learning. Sociocultural theory emphasises the crucial role of social interactions and cultural relevance in language development. In contrast, Postmodern theory critiques the cultural biases frequently found in traditional song selections and advocates for broader inclusive linguistic representation. Interactionist theory underscores the importance of interactive and multisensory experiences in facilitating language acquisition. The study finds that children’s songs’ repetitive structures and rhythms significantly aid vocabulary development and phonological awareness. However, it also identifies challenges such as cultural biases and limited opportunities for individual feedback in group learning environments. To address these issues, the research recommends expanding the repertoire of songs to include diverse linguistic and cultural elements, promoting equity in language learning and fostering a richer cultural understanding. The paper underscores their potential as practical tools for promoting language development while catering to learners’ varied needs by situating children’s songs within a broader, inclusive teaching framework.