Music, language, cognition and learning: psycholinguistic interfaces for literacy

Abstract

The article has support in Psycholinguistics and their interfaces with the art (specifically music), language (especially foreign languages), cognition (notably the functioning of the brain and language awareness) and education (particularly the initial learning of reading and writing). This paper presents the theoretical basis about music, foreign language and linguistic awareness and it also exposes opportunities for linguistic exploration of songs in different languages, thus contributing to the development of reading and writing in literacy classes.