Abstract This thesis explores the concept of stylistic unity as proposed by László Dobszay and its application in the analysis and pedagogical use of English folk songs in music education, particularly in contexts where English serves as the primary language of instruction. Supported by insights from cognitive science, this research employs a sequential, aural-vocal approach to address the challenge of developing musical skills in educational settings. The investigation unfolds in three stages: 1. Analysis: Applying the concept of stylistic unity to analyse a corpus of 151 English folk songs, identifying key structural, rhythmic, and melodic motifs. 2. Pedagogical Significance: Connecting these identified patterns to cognitive science research, this stage explores their educational relevance and informs teaching strategies that enhance curriculum coherence. 3. Practical Application: Integrating these insights into music education through detailed lesson segments, thereby illustrating the direct pedagogical benefits of the research. The methodology combines qualitative and quantitative analyses, employing detailed manual annotation and statistical data analysis to thoroughly examine the song collection. This comprehensive approach not only enriches understanding of the English folk song repertoire but also establishes a detailed framework for its effective educational use. The findings support the potential of stylistic unity to significantly enhance music education strategies, fostering skill development, stylistic knowledge, and a deeper cultural appreciation. Future research might expand to a larger corpus analysis with computational methods to enhance the findings and undertake longitudinal studies to evaluate the long-term educational impacts of these strategies.