Language, Music and Inclusion:
Collaborative Teaching With
Students For Whom English is a
Second Language
Illinois Music Education Conference
2017
Jacqueline Kelly-McHale, Ph.D.
Associate Professor, Music Education
DePaul University School of Music
Chicago, IL
[email protected]
Top 5 Languages of the World Ethnologue.com (2016)
1. Chinese: 1.3 Billion
2. Spanish: 427 million
3. English: 339 million
4. Arabic: 267 million
5. Hindi: 260 million
— “Hello” in Mandarin is “Ni hao” (Nee HaOW).
— “Ni men Hao” or “di jai hao”
— To say “hello” in Spanish, say “Hola” (OH-la).
— To say “hello” in Hindu, say “Namaste”
(Nah-MAH-stay).
— To say “hello” in Arabic, say “Al salaam a’alaykum”
(Ahl sah-LAHM ah ah-LAY-koom).
Bilingual Education Rules in Illinois:
• 20+ students from one language backgroundTransition Bilingual Education (TBE)
• 19 or less-Transitional Program of Instruction
(TPI)
• 3 years in a TBE or TPI or until student has
learned English. After 3 years parental consent is
required to stay in program
• Cannot be transferred out prior to year 3 without
parental consent and passing a test
Strategies
•
•
•
•
•
Visual Cues and Aids
Language “Buddies”
Gestures and non-verbal cues
Try and speak the students’ language(s)
Make music in the students’ language(s)
Ideas to keep in the forefront:
Teachers and students come to the classroom with their
own culturally based assumptions and beliefs- this results
in a number of dichotomous relationships including:
• Conflict and Accommodation
• Rejection and Acceptance
• Alienation and Withdrawal
§ George and Lousie Spindler, 1994
European and middle class beliefs are the driving force in
education- seen as “normal and right” in schools
• Boykin, 1994
Literacy influences culture and culture influences literacy“bidirectionality”
What we discovered
Ø View of self as musician and view of self as teacher
needed to be coalesced as the DePaul student worked
to refocus on the student
Ø Management and planning were at the forefront of the
students’ minds. However, as the students refocused
on the kids in the class, management and planning
became easier and more fluid.
Ø At the end of the day connecting with the students
took precedence
Weblinks And Resources
Translate important terminology into other languages • http://www.dmcclure.org/voc-­‐mus.htm 23 ILLINOIS ADMINISTRATIVE CODE 228 SUBTITLE A SUBCHAPTER f • https://www.isbe.net/Documents/228ARK.pdf Illinois Report Card “State Snapshot” interactive Data Reports: • http://www.illinoisreportcard.com/State.aspx Abril, C. R. (2009). Responding to culture in the instrumental programme: A teacher’s journey. Music Education Research, 11, 77-­‐91 Bradley, D. (2007). The sounds of silence: Talking race in music education. Action, Criticism, and Theory for Music Education 6(4): 132-­‐162. Online: http://ijm.sagepub.com/content/28/2/117.full.pdf Goble, J. S. (2010). Not just a matter of style: Addressing culturally different musics as social praxis in secondary school music classes. Action, Criticism, and Theory for Music Education 9(3): 8-­‐34. Online: http://act.maydaygroup.org/articles/Goble9_3.pdf Emmanuel, D. (2005). The effects of a music education internship in a culturally diverse setting on the beliefs and attitudes of pre-­‐service teachers. International Journal of Music Education, 23(1), 49-­‐62. Doi:10.1177/0255761405050930 Harwood, E. (1999). Who are we teaching and what are they thinking?. The Mountain Lake Reader, 24. Kelly-­‐McHale, J. (2013). The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom Journal of Research in Music Education 0022429413485439, first published on May 14, 2013 as doi:10.1177/0022429413485439 Ladson-­‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-­‐165. *Lum, C. H., & Campbell, P. S. (2009). “El Camaleon”: The musical secrets of Mirella Valdez. In C. Abril & J. L. Kerchner (Eds.), Musical experience in our lives: Things we learn and meanings we make (pp. 113–126). Lanham, MD: Rowman & Littlefield. Nieto, S. M. (2003). Profoundly multicultural questions. Educational Leadership. 60(4), 6-­‐10. Robinson, K. M. (2006). White teachers, students of color: Culturally responsive pedagogy for elementary general music in communities of color. In C. Frierson-­‐Campbell (Ed.), Teaching music in the urban classroom: A guide to survival, success, and reform (Vol. 1, pp. 35–53). Lanham, MD: Rowman & Littlefield.