A music‐themed early critical media literacy practice with young bilingual learners: A multiple case study

Abstract

Adopting a multiple case-study approach, the current article explores how a music-based, early critical media literacy practice can help young Korean bilingual children critically engage with the lyrics of the songs and visual images in the music videos--short animated films that provided audio, corresponding lyrics and visual images simultaneously. As part of a large-scale research project, this study focuses on data collected over a 4-month period through multiple sources. The findings revealed that dual language conversations about gender roles through music videos served as powerful mediums to help children deepen their thoughts about gender representations in the songs and articulate their voices.