{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117707"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117707","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"How can I teach students if I can't speak to them?\" Practices experienced elementary general music educators use to respond to linguistic diversity","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_has_math":false,"creators":["Means, Abby Gail"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Music Education","degree_department":null,"school":null,"contributors":["Sweet, Bridget","Barrett, Janet R","McCord, Kimberly A","Nichols, Jeananne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12","date_published":"2022-12","updated_at":"2026-07-22T22:24:56Z","subjects":["emergent bilingual","emergent multilingual","English as a second language (ESL)","elementary general music","English Language Learners (ELL)","linguistic diversity","music teacher preparation","music education"],"languages":["en","eng"],"rights":["Copyright 2022 Abby Means"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/117707","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sweet, Bridget","Barrett, Janet R","McCord, Kimberly A","Nichols, Jeananne"]},{"key":"dc:creator","label":"Author","values":["Means, Abby Gail"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-12","2022-08-16"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["emergent bilingual","emergent multilingual","English as a second language (ESL)","elementary general music","English Language Learners (ELL)","linguistic diversity","music teacher preparation","music education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Abby Means"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/117707"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Abby Means, accepted the attached license on 2022-08-11 at 12:40.","The student, Abby Means, submitted this Dissertation for approval on 2022-08-11 at 13:01.","This Dissertation was approved for publication on 2022-08-16 at 11:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18456 on 2023-04-12 at 07:23:01","In 2019, 60.3% of all students labelled English Language Learners (ELLs) in the United States were enrolled in the early childhood grades of K-3rd, representing over half of the linguistically diverse students in K-12th public schools nationwide (NCES, 2020a). This demographic is not shared by their music educators, as 95.17% of music teachers in the U.S. reported that English is their “first and only language” (Elpus, 2015, p. 321). Elementary music teachers facilitate learning for the entire population of a school, meaning that they are, in essence, responsible for creating social and music-making experiences for the largest percentage of ELLs in public schools. For this reason, this study specifically focused on elementary general music teachers who taught the early childhood grade levels of K-3rd. Palmer and Martínez (2013) promote using the term emergent bilingual for this population of students, as this term refuses the deficit perspective that assumes students are missing English, but instead focuses on the knowledge that these students are continually engaging in the use of two languages. However, because many of the students in this study already spoke two languages before learning English, I chose to adapt this term to emergent multilingual to recognize the complex linguistic repertoires they possessed and worked within. The purpose of this study was to examine strategies that monolingual, experienced general music educators use when teaching emergent multilingual students in an English-speaking general music classroom. The two research questions were: 1. What practices do experienced elementary general music educators use when teaching emergent multilingual students in the music classroom? 2. From what sources did these music educators develop teaching practices and strategies to better facilitate emergent multilingual music students? A multiple case study design was used to examine the practices and resources of three elementary general music teachers who were regarded by their peers as equitable facilitators of linguistically diverse students. Data revealed four themes that emerged from analysis of the classroom artifacts, observed teaching episodes, three semi-structured interviews, and classroom environment descriptions. These themes included the teachers’ use of multimodalities, use of multiliteracies, consistency in teaching practices, and purpose/intent. Translanguaging was also examined within the music classroom context to determine if music teachers who were not aware of translingual pedagogies still created an environment to serve as a linguistic third space. This study was situated within a teacher knowledge framework, acknowledging the importance of a teacher’s personal practical knowledge in making pedagogical and instructional decisions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["\"How can I teach students if I can't speak to them?\" Practices experienced elementary general music educators use to respond to linguistic diversity"]}]}],"canonical_facts":{"dc:contributor":["Sweet, Bridget","Barrett, Janet R","McCord, Kimberly A","Nichols, Jeananne"],"dc:creator":["Means, Abby Gail"],"dc:date":["2022-12","2022-08-16"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Abby Means, accepted the attached license on 2022-08-11 at 12:40.","The student, Abby Means, submitted this Dissertation for approval on 2022-08-11 at 13:01.","This Dissertation was approved for publication on 2022-08-16 at 11:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18456 on 2023-04-12 at 07:23:01","In 2019, 60.3% of all students labelled English Language Learners (ELLs) in the United States were enrolled in the early childhood grades of K-3rd, representing over half of the linguistically diverse students in K-12th public schools nationwide (NCES, 2020a). This demographic is not shared by their music educators, as 95.17% of music teachers in the U.S. reported that English is their “first and only language” (Elpus, 2015, p. 321). Elementary music teachers facilitate learning for the entire population of a school, meaning that they are, in essence, responsible for creating social and music-making experiences for the largest percentage of ELLs in public schools. For this reason, this study specifically focused on elementary general music teachers who taught the early childhood grade levels of K-3rd. Palmer and Martínez (2013) promote using the term emergent bilingual for this population of students, as this term refuses the deficit perspective that assumes students are missing English, but instead focuses on the knowledge that these students are continually engaging in the use of two languages. However, because many of the students in this study already spoke two languages before learning English, I chose to adapt this term to emergent multilingual to recognize the complex linguistic repertoires they possessed and worked within. The purpose of this study was to examine strategies that monolingual, experienced general music educators use when teaching emergent multilingual students in an English-speaking general music classroom. The two research questions were: 1. What practices do experienced elementary general music educators use when teaching emergent multilingual students in the music classroom? 2. From what sources did these music educators develop teaching practices and strategies to better facilitate emergent multilingual music students? A multiple case study design was used to examine the practices and resources of three elementary general music teachers who were regarded by their peers as equitable facilitators of linguistically diverse students. Data revealed four themes that emerged from analysis of the classroom artifacts, observed teaching episodes, three semi-structured interviews, and classroom environment descriptions. These themes included the teachers’ use of multimodalities, use of multiliteracies, consistency in teaching practices, and purpose/intent. Translanguaging was also examined within the music classroom context to determine if music teachers who were not aware of translingual pedagogies still created an environment to serve as a linguistic third space. This study was situated within a teacher knowledge framework, acknowledging the importance of a teacher’s personal practical knowledge in making pedagogical and instructional decisions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/117707"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Abby Means"],"dc:subject":["emergent bilingual","emergent multilingual","English as a second language (ESL)","elementary general music","English Language Learners (ELL)","linguistic diversity","music teacher preparation","music education"],"dc:title":["\"How can I teach students if I can't speak to them?\" Practices experienced elementary general music educators use to respond to linguistic diversity"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Music Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}