The author explores the interdisciplinary use of music in teaching English as a foreign language to children in the context of function, genre, character and expression, trying to decipher the role and influence of music on various contexts of language learning, such as memory and concentration span, and takes under consideration a wide variety of musical aspects. From earliest childhood, active listening is perceived as an ability that helps a child to develop sensitivity to facilitate the acquisition of many skills, not only related to music. This assumption should lead to the list of the most idiomatic determinants -- the elements of a specific "dialogue" between a musical piece and a "listener-learner": the child. The question whether multi-stimulating senses of a child and the development of sensitivity to Art leads to easier assimilation of a foreign language as well as leads to the general assimilation of information remains flowing and open. The idea of applying classical music to foreign language teaching draws on recent research into the interrelation of expression, verbal emotions and mood in the fields of musical perception and foreign language learning. The features of a musical piece are discussed in the context of intuitive and active listening to music against the techniques and methods used in foreign language teaching in early childhood such as "total immersion," as well as in the context of linking emotional reactions to music to early vocabulary acquisition. The author hopes to provoke further research into musical properties which may influence the methodology in the above mentioned area.