Date of Award
5-2019
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Amanda Perna
Department/School
Montessori Early Childhood
Abstract
This action research assessed the effects of singing a song to learn language in a bilingual classroom. The research took place at a bilingual Hmong-English Montessori preschool program. 28 preschool-aged children participated in the research which was conducted over five weeks. Data sources included a parent questionnaire, vocabulary pre-test, vocabulary post-test with a follow-up conversation, daily observation logs, and tally sheet. The children were taught 16 Hmong vocabulary words with half the words sung to the tune of a common children’s song and the other half by simple reciting. The results from the vocabulary post-test showed that there was an increase in the children’s ability to recall Hmong vocabulary taught through the song and the follow-up conversation showed that the children enjoyed learning by singing. Further research could examine the continued use of singing vocabulary to common children’s songs and its effects on language learning in the long-term.
Recommended Citation
Thao, Julie. (2019). The Effects of Songs on Hmong Vocabulary Acquisition. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/308
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Educational Methods Commons