As displacement numbers continue to rise globally, host countries welcoming newcomers must consider interdisciplinary resources to support newcomers who face transition, new homes and languages, and negotiation of identities (Karlsen & Westerlund, 2010). Canada’s asylum claimants and protected persons have steadily increased and reached a record high in 2025, even though overall immigration to Canada since the pandemic has shown a slight decline (Statistics Canada, 2025). Although experts in policy, administration, and infrastructure in Canada play essential roles in meeting the needs of growing global migration, music educators need not be left out as hosts who can play a meaningful role in newcomer support. Newcomers often hold trauma and loss, while facing uncertainty, delays in paperwork, and a steep cultural learning curve once they arrive in Canada. Music participation can be a resource through which newcomers can learn English (Busse et al., 2018; Foncubierta & Gant, 2016), feel a sense of social connection (Guinup, 2020), and improve their wellbeing and build agency and confidence in a crucial time of transition (Karlsen, 2013). Based on several years of findings from the Newcomer Youth Engagement Music Program: literacy skill development through music education research program in Western Canada, this workshop aims to demonstrate how a carefully facilitated music class can provide an integrated and multifaceted support to an English-as-an-additional-language program. The workshop will involve practices in helping newcomers develop vocabulary and grammar skills, learn common language vernacular, pronunciation, pacing, and fluency of speech through carefully chosen songs and activities. It is the goal of the session to demonstrate a typical class format from an established newcomer music program during which participants will learn songs whose lyrics form the base of an English grammar lesson. In addition to language considerations, kinesthetic and tactile activities will be included in an effort to promote active and applied learning, foster wellbeing, and facilitate social connection.Keywords: Newcomer music, language-learning, wellbeing