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Abstract

Researchers, scholars, and educators recognize parallels between language and music. Early learning and development takes place in social contexts and is socially constructed through interaction among and between adults and young children. Though researchers have learned much about ontogenetic development by investigating behaviors of young children in decontextualized settings, social interactions are at the heart of language and music acquisition. The purpose of this literature review is to synthesize and compare research on language and music acquisition and to recommend, based on that literature, a trajectory for music acquisition research. Specifically, this review of literature focuses on adult sensitivity (as it is defined in language acquisition research) and the three dimensions of adult sensitivity: identification, interpretation, and responsivity. It describes connections between those three dimensions in the context of language acquisition and in the context of music acquisition. In addition, suggestions are included for practice and future research based on the synthesis of literature.

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