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Dialectal interference in singing is commonly approached as a pronunciation problem requiring correction of non-standard speech patterns. Such a view, however, provides an incomplete explanation of the difficulties experienced by singers who move between regional dialects and Standard Mandarin in formal vocal performance. Singing requires the simultaneous coordination of linguistic articulation, auditory perception, musical pitch, rhythm, vocal control, memory, and expressive communication. This conceptual paper proposes the Multidimensional Dialect–Vocal Integration Framework (MD-VIF), a theoretically derived model for understanding dialectal interference within culturally responsive vocal music education. The framework integrates five dimensions: linguistic transfer, music–language processing, pedagogical mediation, vocal motor learning, and cultural-linguistic identity. Grounded in Language Transfer Theory (Odlin, 2022), Social Constructivist Theory (Vygotsky, 1978), and Experiential Learning Theory (Kolb, 1984), the framework conceptualizes dialectal interference as an interaction between established linguistic patterns and the simultaneous linguistic, musical, and vocal demands of singing. Experiential learning operates as the framework's learning mechanism through awareness, practice, feedback, reflection, application, and refinement. The framework distinguishes professional performance competence from cultural-linguistic identity and proposes culturally responsive vocal competence as the higher-order educational outcome. The Wu Dialect Vocal Enhancement Program (WDVEP) is positioned as a pedagogical application of MD-VIF rather than as the framework itself. The paper contributes a theoretically integrated perspective connecting dialect research, vocal pedagogy, music–language processing, educational psychology, and culturally responsive music education, while generating propositions for future empirical testing.
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