The use of rhymes and songs in foreign language teaching has long been recognized for its positive impact on language acquisition. Music and rhythm engage multiple sensory pathways, making language learning more effective by enhancing memory retention, phonological awareness, and pronunciation. Neuroscience suggests that songs and rhymes play a significant role in foreign language education by leveraging the brain's natural processes for language acquisition and memory retention. Songs and rhymes are beneficial for engagement and motivation, memory enhancement, improved pronunciation, brain plasticity, emotional and social learning, and synchronized brain activation.

Despite their theoretical advantages, the extent to which these elements are actively integrated into foreign language curricula for young learners remains unclear. This presentation seeks to bridge the gap between the theoretical benefits of music, rhymes, and songs in language acquisition and their practical application in foreign language teaching, with a particular focus on young learners.

Our qualitative research aims to investigate the presence of songs and rhymes in current foreign language textbooks used in primary education. Through a detailed content analysis of various textbooks, we will examine whether the integration of these musical elements aligns with the established theory on their influence on language learning. Specifically, we seek to determine if these pedagogical tools are systematically included in textbooks as effective methods for enhancing language skills—and at which stages of the language learning process—or if they are overlooked in favour of more traditional approaches.

The content analysis will focus on several key aspects: the frequency and context of songs and rhymes in the textbooks, the targeted language skills (vocabulary, grammar, listening, speaking) addressed through these elements, and the overall alignment with intercultural teaching strategies. By comparing a range of textbooks from different publishers and educational systems, we aim to provide a comprehensive understanding of how rhymes and songs are utilized in foreign language teaching and whether their benefits are being fully realized.

The findings of this research will offer valuable insights into the current state of foreign language pedagogy for young learners, highlighting potential gaps in the use of rhymes and songs and suggesting practical ways to incorporate them more effectively into language instruction. Ultimately, this presentation aims to provide foreign language educators with evidence-based recommendations on how to enhance their teaching practices through the integration of music, rhymes, and songs, fostering a more dynamic, inclusive, and effective learning environment for young learners.

Keywords: Foreign language teaching, young learners, songs, rhymes, textbooks, analysis.