Children's Music Education in a Second Language: A Qualitative Case Study

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This study examined how the teaching and learning processes of music and piano concepts occur in a bilingual environment when students have yet to master English as an additional language. The focus of this inquiry was on the students’ learning outcomes related to music as well as the methodologies and teaching practices used by the teacher to facilitate the students’ learning within the classroom. In order to understand this phenomenon, the study was conducted using the methodology of a single case study. The case was a group of immigrant children who lived in Canada for less than two years and spoke other languages than English at home. They had limited proficiency in the English language and their ages varied from 5 to 9 years old. The teacher, who was a volunteer in this study, was born in Canada and only spoke English. The study consisted of eight weekly 30-minute lessons led by the teacher. Data were collected through three different methods: Lesson observations, interviews with participants, and analysis of curriculum documents. The results indicate that three elements were essential for the learning process to happen: (1) The teacher’s methodology, pedagogy, and approach; (2) the students’ ways of learning—their creativity, curiosity, motivation, and behaviour; and (3) the role of a well-designed and structured curriculum that contained essential music content and introductory piano skills aimed to be taught to children ages 5 to 9 years old.
Education, bilingual music education, second language, bilingualism, music concepts, piano skills, immigrant children, methodology, pedagogy, creativity, music and movement, play, games, tactile resources, teaching and learning
Acioly de Siqueira, J. (2022). Children's music education in a second language: a qualitative case study (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from