In Germany, the acceptance of a significant number of refugees from the Middle East and other regions, which started in 2015, has led to the emergence of diverse musical activities and programs, alongside the development of music learning material and teaching methodologies for refugee children. Within the domain of music education, two distinct responses have been observed. One is the publication of songbooks containing songs that refugee children can sing in their native language as well as in German. The other is facilitation of German language acquisition through musical activities. This paper offers an overview of three such cases, and then compares and evaluates them in relation to the framework of intercultural music education. The findings reveal similarities between the songbooks and learning materials from the 1980s. On the other hand, with regard to support for German language acquisition, the findings confirm that learning materials and teaching methods that allow refugee children to learn together and with enjoyment through musical activities have been utilized in schools. By incorporating elements of intercultural music education into German language acquisition activities through music, one can expect further educational benefits in areas such as bilingual education, emotional support, and mutual cultural understanding.