My Name Is Maria: Supporting English Language Learners in the Kindergarten General Music Classroom

Abstract

For many young children who are English language learners (ELLs), the transition from home to kindergarten can be challenging. Music teachers face the challenge of working with all individuals in a student population and often engage with children who represent home environments whose native language is not English. As ELL students adjust to the new school environment, adults and peers can provide support in learning the new language. Tabors and Snow identify four periods of language use by ELL students: use of the home language, a nonverbal period, participation through use of short phrases, and use of productive language. This article addresses the context for supporting oral language development through an examination of common strategies demonstrated by ELL students. Through the lens of one case study, general music teachers can gain an understanding of ELL strategies and consider instructional practices that support sequential language acquisition for ELL students and for all learners. KeywordsEnglish language learners, kindergarten, music, oral language development For many young children, the transition from home to kindergarten serves as the introduction to formal structures and school cultures. However, for English language learners (ELLs) not enrolled in a bilingual environment, the challenges are magnified. Although ELLs can enter a single language environment at any grade level, these learners often begin immersion in an English language setting during the kindergarten year when they begin school. Bredekamp and Copple (1997) suggest that "during the preschool and kindergarten years, interactions with adults . . . play an important role in supporting children's growing ability to communicate" (p. 104). Music teachers face the challenge of working with all students in a student population and often teach students that represent home environments whose native language is not English. This article addresses the context for oral language development and specific strategies music teachers can use in the context of the kindergarten general music classroom.Several researchers (Bird, 2007;Hong, 2003;Scherler, 2005) observe that literacy-based music experiences can provide a risk-free environment where children can practice English, improve social skills, build self-confidence, and initiate interactions. Regardless of experience level (novice to veteran), finding effective ways to facilitate communication and support the learning experiences of ELLs is often a trial-and-error process, as each child brings varied experience levels into the environment of the music room. Tabors and Snow (1994) suggest, "The sequential acquisition of a second language occurs, for instance, when a child enters preschool [or grade school] where the home language is not the language used in the classroom" (p. 105). The authors are quick to point out that from their perspective, the goal of understanding how to support second language learning is not to replace a child's first language but to find ways to address the challenges of th...

Supporting English Learners in Music Classrooms

“…• Near-native level of speech nonverbal behaviors coupled with use of developmentally appropriate instructional strategies." 16 English language learners may face barriers in fully accessing the music curriculum in elementary and secondary settings. For example, ELs may be "pulled out" for language instruction during music class time.…”

A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development

“…The formal schooling of oral language begins in the kindergarten year, which has a significant and long-term effect on children's current and future academic success [25][26][27] because, during that year, children learn and develop memory, basic math, and literacy skills, and build fundamental science knowledge [26]. A growing body of research has been conducted to investigate issues related to kindergarten ELs' oral language proficiency, such as language interaction and oral language development [28,29], the impact of school or home factor on oral English proficiency [9,30]), and the connection between Els' first and second oral language development [31]. These studies have suggested that ELs' oral English proficiency at an early age has a critical impact on their subsequent academic performance, which further underscores the need for effective oral language instruction to better prepare ELs.…”