<![CDATA[Purpose-This study examines the role of music education in improving English language skills among pre-service teachers in Rwandan Teacher Training Colleges (TTCs) following the full implementation of the Competence-Based Curriculum (CBC) in 2021. Research Methodology/Design/Approach-Guided by contemporary perspectives on second language acquisition, the study employs a mixed-methods design. Quantitative data were collected through English proficiency assessments administered before and after the implementation of music-centered instructional activities. Qualitative data were generated from semi-structured interviews with TTC educators to capture instructional practices and perceived learning changes. Qualitative analysis was conducted inductively by grouping recurring patterns into themes until thematic saturation was reached, and the two strands were integrated to strengthen interpretation. Finding-Preliminary results indicate that integrating music into English instruction increases learner motivation and participation while supporting phonological awareness, pronunciation accuracy, and vocabulary retention. Music-based activities appear to create a collaborative and low-anxiety classroom climate that encourages practice, enhances confidence, and sustains engagement during language learning. Originality/Value-This study contributes practical evidence for TTC educators and policymakers by positioning music as an accessible, culturally responsive, and potentially high-impact approach for strengthening English competence among future teachers in Rwanda. Beyond language outcomes, the findings suggest that music can function as a transferable pedagogical resource with broader relevance for learner-centered teaching across subjects and diverse educational contexts.]]>
Copyrights © 2025
