Communications in Humanities Research ISSN: 2753-7072
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Research Article

The Potential Value of the Orff Approach in Children's Biliteracy Development

Chenzhe XiangShanghai Normal University*

* Corresponding author: [email protected]

Abstract

Amid the large presence of Chinese immigrants in English-speaking countries, children from these families often face challenges in developing bilingual abilities during cultural and linguistic transitions. Consequently, there is an urgent need to identify effective educational methods to support the development of biliteracy in these children. This paper examines the potential value of the Orff Approach in this context, aiming to provide an interdisciplinary framework for fostering biliteracy. Drawing on theories of bilingualism and neuroscience, the study explores how the Orff Approach—through its integration of music, movement, speech, and improvisation—creates an engaging, multisensory learning environment that supports holistic language development. Specifically, it emphasizes how embodied learning, creativity through improvisation, and cultural engagement contribute to holistic language growth in bilingual children. By promoting interaction between languages and cultures, the Orff Approach enhances learners’ ability to navigate and express themselves across different linguistic contexts. The study concludes that integrating music-based pedagogies such as the Orff Approach into biliteracy education offers a powerful tool for Chinese-English bilingual learners, advancing both linguistic competence and cultural identity formation. Finally, the paper suggests that further research is needed to examine its specific effects across diverse bilingual populations and to determine how the Orff Approach can be adapted to various educational settings for maximum effectiveness.

Keywords: The Orff Approach; biliteracy; bilingual children
Published: October 23, 2025
DOI: 10.54254/2753-7064/2025.BJ28399
Volume: CHR Vol.77
pp. 175-181
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