| Music has magic appeal for children. Seemingly effortlessly, they will learn multiple verses of complicated songs. Tirelessly, they will sing their favorite ones over and over again. It is not surprising, therefore, that educators, who work with Limited English Proficient students, have long advocated the use of music in English as a Second Language (ESL) programs. However, despite wide popular support for such a partnership, there remains a surprising paucity of materials and research in the area.; The purpose of the dissertation was to put into written form and pilot test a comprehensive ESL music curriculum, with lesson plans, visuals, and audio tapes, the author had developed over 24 years as an elementary music teacher. The study also explored questions relating to the amount of training necessary to prepare average classroom teachers to use it.; Fourteen pre-k to second grade bilingual classes participated. Children's random assignments to experimental (daily 30 minute ESL music for 2 weeks) and comparison groups (no special treatment) determined their teachers' random assignments to intensive (specialist and classroom teacher working together to implement curriculum), moderate (specialist periodically visiting classroom), and minimal (equivalent of one workshop) training groups. Curriculum effectiveness was assessed by pre and post test scores on the English Language Assessment, identifying standard language levels: Preproduction, Early Production, Speech Emergence, and Fluency, designed for the unit studied. Teacher training was assessed by survey and students' scores.; Results revealed an average of 93% of students in the experimental music group grew one or more language levels in comparison to 23% in the comparison group, while 100% of teachers expressed confidence in implementing the curriculum. Also, students' scores, compared in each training group, demonstrated that even teachers with minimal training were able to successfully implement the curriculum.; Implications are that music is an even more powerful tool for language learning than was previously thought. Second, music should be used much more consistently in ESL, frequently driving lessons, rather than merely reinforcing them, as is common practice. Last, classroom teachers are capable of implementing music-driven curricula when materials and some basic training are provided. |
