Curriculum-Embedded Song-Based English Language Instruction: Effects on Vocabulary Acquisition and Humanistic Value Internalization in Early Childhood Education

Abstract

English programs in early childhood education now focus heavily on cognitive and linguistic benchmarks, but three issues tend to get overlooked in the process: affective and moral development are usually theorized on their own, language outcomes and prosocial outcomes are studied separately, and songs are still treated as a bonus activity rather than a genuine part of the curriculum. This study set out to address those gaps by developing a 12-week, curriculum-embedded song-based English program designed to build vocabulary and instill humanistic values in children aged four to six simultaneously. Using a sequential explanatory mixed-methods design, 60 children were divided into an intervention group (n = 30) and a control group (n = 30). ANCOVA results revealed significant gains for the intervention group in both receptive vocabulary (d = 0.94, p < .001) and productive vocabulary use (d = 0.82, p = .001), and musical engagement was positively associated with retention (r = .58, p < .001). A thematic analysis of the qualitative data identified four ways children internalized values through the songs: taking turns, responding with empathy, regulating emotions, and adapting activities so everyone could participate, largely shaped by teacher scaffolding and moments of reflection. Together, these findings support the Humanistic-Musical Language Acquisition Model (HMLAM), demonstrating that predictable musical patterns and value-driven lyrics work in tandem to reduce communication anxiety and foster prosocial growth. By treating music not as decoration but as a genuine dual-pathway component of the curriculum, this study offers curriculum designers and policymakers a practical, evidence-based approach to integrating early bilingual instruction with humanistic education.