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Abstract
Abstract: The early years of language learning are a critical window, marked by rapid development, curiosity, and the foundation for future linguistic success. In Accelerated English (AE) programs designed for young learners, evidence-based instructional strategies are essential to foster effective English acquisition. Among the most prominent and debated methodologies are song-based comprehensible input and traditional phonics instruction. While both approaches hold merit, they offer distinctly different learning experiences and outcomes, reflecting divergent philosophies about how young children best internalize and produce a new language. This article undertakes an extended, analytical exploration of these two strategies by reviewing their theoretical foundations, practical implementation, teacher and student experiences, observed classroom results, and the challenges of each. In examining the strengths and potential limitations of both, this article provides a path forward for educators seeking to maximize linguistic growth, engagement, and holistic development in early AE classrooms.
References
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