Over recent decades, using songs in English language classrooms for young learners has attracted considerable interest from researchers in applied linguistics. This review brings together empirical and theoretical studies that look at how song-based teaching helps children aged 3-12 acquire language skills. The analysis covers phonological awareness, vocabulary learning, grammatical understanding, and emotional factors influenced by musical activities. Evidence shows that songs work as a multisensory teaching tool that improves memory retention, lowers anxiety, and offers authentic language input. Yet their success depends on how teachers use them, how often students hear them, and whether they work alongside other teaching methods. This review points out gaps in current methodology and suggests paths for future research.

Songs in language teaching, young learners, English as a foreign language

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