Circle Singing as an Inclusive Interdisciplinary Practice: Assessing Musical and Linguistic Development Through Innovative Research Tools

This study presents Circle Singing as an educational, inclusive, interdisciplinary practice capable of enhancing both mu­sical perception and English pronunciation through embodied, multisensory and cooperative learning. Aligned with ev­idence­based pedagogy and with international frameworks for inclusive and lifelong education (Booth & Ainscow, 2014; UNESCO, 2022), Circle Singing integrates musical improvisation, linguistic inquiry, and an inclusive collective dimension to support all learners, particularly those with special educational needs. Circle Singing offers a multimodal environment in which rhythmic–melodic patterns, integrated with English lyrics selected for their phonetic features, foster phono­logical awareness, prosodic sensitivity, and improved pronunciation. To assess its pedagogical impact, a quasi­experi­mental design will involve 200 university students at Roma Tre University, comparing an experimental group participating in a 10­hour Circle Singing laboratory with a control group. Two digital tools—the Mini­PROMS and SpeechAce—will measure musical perception (melody, tuning, tempo, accent) and phonetic accuracy (vowel and consonant production) through pre­ and post­testing. By situating English pronunciation within a dynamic, choral, and emotionally engaging experience, Circle Singing promotes inclusive participation and supports the development of linguistic, musical, and socio­emotional competences. The study aims to model a replicable framework that may serve as a signature pedagogy for integrating language learning and music within inclusive educational contexts