Mongolian Folk Songs: Integrating Traditional Music into Contemporary Literacy

Peixin Sun, Phiphat Sornyai

Abstract


This study investigates the effectiveness of integrating Mongolian folk songs into contemporary literacy practices, focusing on enhancing student engagement and literacy development. By employing ethnographic methods, the research explores the effectiveness of using traditional music to foster cultural awareness and improve literacy skills among students in Hohhot, Inner Mongolia Autonomous Region, China. The study involves 15 key informants, including educators, students, and cultural experts, providing a comprehensive perspective on this integration's pedagogical strategies and outcomes. Findings reveal that incorporating Mongolian folk songs significantly enhances student participation, motivation, and literacy competencies, including reading, writing, listening, and speaking. The research also highlights challenges such as resource availability and language barriers, suggesting the need for additional support for educators. The study concludes that integrating cultural elements like Mongolian folk songs into literacy education promotes cultural preservation and enriches students' learning experiences. Future research should explore the long-term impact of such integrations and develop strategies to address practical challenges.

Keywords


Mongolian folk songs, literacy practices, cultural awareness, ethnographic research, student engagement

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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.19

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