Why We Are Singing: A Mixed Methods Study of Teacher Practices, Motivations, and Conceptions of Music Use in World Language Pedagogy
Open Access
- Author:
- Sweeney, Eleanor
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 25, 2021
- Committee Members:
- Matthew Edward Poehner, Dissertation Advisor/Co-Advisor
Matthew Edward Poehner, Committee Chair/Co-Chair
Elizabeth A Smolcic, Committee Member
Deryn Phillips Verity, Committee Member
Ann Callistro Clements, Outside Member
Kimberly Powell, Program Head/Chair - Keywords:
- World Language
World Language Education
teacher education
Second Langauge Teaching
Teaching with Songs
Langauge and Music
Teaching World Language with music - Abstract:
- Through an online survey and subsequent semi-structured interviews, this mixed methods research explored teacher practices in which music and/or songs were used to facilitate second language (L2) learning, and the factors that motivated, mediated or constrained L2 teachers’ use of song-based activities. Quantitative results indicate that a large majority (92%) of surveyed teachers use music-based activities to teach second language learners, although L2 teachers of adults and English as a Second Language (ESL) were much less likely to use music. Factors that correlated with L2 teachers’ robust use of music include mediation from colleagues and students, positive past learning experiences with music, and listening to music as preferred activity. Qualitative results indicate that L2 teachers use music in a variety of creative and pedagogical activities that fulfilled one or more of the following musical functions: Rehearsal of Content and Skills; Emotional Mediation; Expression; and Connection. The study aims to bring attention to the complexity and creativity of language teacher practice by making L2 teaching practices visible to the research community as well as supporting L2 teachers’ use of music-based practices with research. In addition, the results may strengthen support for including music in curricular design for K-12 L2 courses and World Language teacher education, as well as furnish models for future research into music-based teaching practices.