<![CDATA[This study aims to explore the use of nursery rhymes to support the development of early literacy skills, particularly vocabulary acquisition and phonological awareness in English for young learners’ classes. This study employs case study involved nine kindergarten B students and an English teacher at a private kindergarten school in Bandung, Indonesia. The data were collected through classroom observations, semi-structured interviews, and audiovisual documentation, and were analyzed using thematic analysis. Referring to the qualitative evidence obtained, the findings indicate that the repetition, rhyme, and rhythm elements in nursery rhymes can significantly enhance students’ vocabulary acquisition and phonological awareness in rhyming, sentence segmentation, and syllable awareness aspects. Therefore, the findings suggest that nursery rhymes can serve as an effective pedagogical resource in supporting young learners’ early literacy development by fostering both vocabulary knowledge and phonological awareness in engaging and meaningful ways.]]>
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