L’ENSEIGNEMENT PRÉCOCE DES LANGUES ÉTRANGÈRES À L’ÈRE DE L’INTELLIGENCE ARTIFICIELLE : LE RÔLE DE LA CHANSON DANS LES PRATIQUES PÉDAGOGIQUES
EARLY FOREIGN LANGUAGE TEACHING IN THE AGE OF ARTIFICIAL INTELLIGENCE: THE ROLE OF SONG IN TEACHING PRACTICES

Summary/Abstract: The early teaching of foreign languages has gained increasing importance in contemporary educational contexts, particularly in light of globalization and technological development. This article explores the role of songs as a pedagogical tool in early foreign language instruction, within the broader context of artificial intelligence (AI) technologies. The study draws on classroom observations conducted in a preschool institution in the Republic of Moldova, where foreign language learning is implemented as an optional activity. The pedagogical approach focuses on five-year-old children and is based on interactive, playful and multisensory learning strategies. Vocabulary is introduced through visual aids and concrete objects, and reinforced through thematic songs, which support memorization through rhythm and repetition. Songs are combined with movement-based activities involving gestures and physical responses associated with the meaning of words. Learning activities are also anchored in the learners’ immediate environment, supporting a contextualized use of language. Digital resources, such as video materials, are used for revision and consolidation, while audio resources provide exposure to authentic pronunciation models. The article also considers the potential role of artificial intelligence in language education. AI-based tools may offer new possibilities for creating personalized educational content, including songs adapted to learners’ needs. The analysis suggests that combining songs, movement, object manipulation and digital tools can positively influence early language learning. Certain limitations are also observed, including the fluctuating attention span of young learners and the need for a balanced use of digital resources. Overall, the study highlights the potential of multisensory approaches and digital technologies to support engaging and effective early foreign language learning.

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