Language through Music: Bridging the Opportunity Gap in the California ELD Classroom

Autor/inn/en	Scheckel, Benita Landesman; Kula, Stacy M.
Titel	Language through Music: Bridging the Opportunity Gap in the California ELD Classroom
Quelle	In: Journal for Learning through the Arts, 17 (2021) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English Language Learners; English (Second Language); Music Education; Singing; Second Language Learning; Program Effectiveness; Well Being; Parent Attitudes; Teacher Attitudes; Language Skills; Urban Schools; Grade 6; Student Attitudes; Middle School Students; California + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Musikerziehung; Gesang; Zweitsprachenerwerb; Well-being; Wellness; Wohlbefinden; Elternverhalten; Lehrerverhalten; Language skill; Sprachkompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kalifornien
Abstract	Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as well as the student English language development outcomes of a pilot program undertaken in one Southern California school district, in which one class of 17 LTEL students were placed into a choir class that embedded ELD standards into the curriculum. After one semester of the pilot program, qualitative data in the form of interviews, journals, and a focus group indicated that the program improved social-emotional outcomes for LTEL students and was highly supported by their parents, while teachers indicated that the program was positive, but needed further support in order to work well as a regular course offering. Quantitative results derived from ANCOVA analyses of English language assessments indicated that the students in the program significantly improved in their English development in comparison to a demographically matched control group from the same district. Implications for practice and further research are discussed. (As Provided).
Anmerkungen	Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site: http://sites.uci.edu/class/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01