Max Mollenkamp

First Name: 
Max
Last Name: 
Mollenkamp
Mentor: 
Dr. Crystal Gerrard
Abstract: 
Research related to English Language Learners (ELLs) is increasingly important given the growing presence of linguistically diverse students in schools. In response to this growing presence, education researchers have investigated teachers’ experiences with ELLs. Based on results from their study, Durgunoğlu & Hughes (2010) suggested that both pre-service and in-service teachers require additional support in order to more successfully integrate ELL students in class participation. Increasing systems of support for teachers is critical considering that ELLs require more than “good teaching” approaches which likely exclude students’ cultural backgrounds and native languages from curricula (De Jong & Harper, 2005). Education researchers have also examined pre-service teachers’ dispositions toward ELLs. For example, DelliCarpini and Alonso (2014) found that pre-service teachers felt better prepared to teach ELLs with an increased understanding of the linguistic needs of their content areas; moreover, pre-service teachers realized that ELL instruction is the responsibility of all content area teachers, not just English as a Second Language (ESL) specialists. In music education, scholars have similarly explored work with ELL students. In working with elementary students, Abril (2003) offered several pedagogical strategies for elementary music teachers including selecting repetitive songs, songs with “nonsense” syllables, and use of hand signs. To better serve students, developing empathy for ELLs might help teachers realize challenges faced in school (Zhang, 2017) or barriers that could prevent students from enrolling in music. As Elpus and Abril (2011) noted, ELL students were less likely to participate in secondary music courses than non-ELLs; however, other barriers might prevent students from enrolling in secondary music ensembles, including socioeconomic status (Lorah, Sanders, & Morrison, 2014). Additional research related to ELLs in music education is needed to increase access to participation, particularly in secondary music programs. The purpose of the study is to understand secondary music teachers’ perceptions and experiences in working with ELL students. Specifically, we seek to understand teachers’ educational backgrounds, training, and pedagogical decisions related to non-native English-speaking students. The questions guiding the study are: (1) what are secondary music teachers’ experiences in working with ELLs; and (2) what support systems are available for working with ELLs? A questionnaire will be distributed to secondary music teachers in Texas. Findings from the study will provide further insight into preparing pre-service music teachers for linguistically and culturally inclusive classrooms. Future research regarding ELL students in music education will also be discussed.
Poster: 
Secondary Music Teachers' Experiences Teaching English Language Learner Students