Early Childhood Bilingual Model Case Study

4. FINDINGS AND DISCUSSION
During the analysis of this case study research three results evolved and will be revealed and categorized under one section. The most prominent data identified during this case study will be described and analyzed below.
4.1. Early Childhood Sequential Bilingual Model: Didactics and Methodology
In this section, the most notorious teaching strategies during the implementation process of this early sequential bilingual methodology will be analyzed and supported to explore their level of efficacy and the impact they had on the early sequential bilingual education context in Colombia.
4.1.1. Bilingual Educators' Strategies Conditioned Children's Responses
During the implementation process of this early childhood sequential

Accordingly, Rodao (2010) states that singing or reciting songs is much easier than speaking so they become a useful tool for students to practice and learn new vocabulary in a fun and enjoyable way. The author states that as songs are composed by rhymes and rhythms that catch children's attention, they are able to learn unknown words easier because of the rhythmic effect they produce. This effect helps children remember them. Songs were one the most enjoyable ways for children to practice the language they learned. And because of their rhythmic and repetitive nature, they were able to remember the songs to sing them on their own while being at home indicating that the use of songs contributed to the durability of their memory and to the effectiveness of vocabulary

In addition, she expressed that the songs were appealing for preschoolers since in that age, they learn in an auditory way. Murphey (1992) implies that the implementation of songs enhance children's motivation as they provide excitement to the lessons as well as facilitating the process of taking the new language acquired form a short-term memory to a long one. Likewise, Sharpe (2001), states that songs are a tool to provide children with opportunities for real language use in fun and enjoyable way. She claims that young children imitate sounds and associate singing and playing with rhythms and rhymes from an early age. Additionally, Arias et al. (2015) state that the use of songs increase children's participation when repeating the vocabulary used during the classes. These multimedia tools allow students to learn more effectively because they are involved and encouraged to participate in class, exploring the materials and establishing a communication with their environment. This is evidenced when the in-service teacher expressed that songs were the strategies that children liked and enjoyed the most