• Culturally relevant 4th grade general music curriculum for Puerto Rican English language learners

      Mayer, Kara (State University of New York College at Fredonia, 2018-05)
      The number of English Language Learners (ELLs) in the United States continues to grow at a rapid rate. In New York State, the home language of ELLs is mainly Spanish. In Buffalo, New York, at an urban public school serving grades kindergarten through 8, the native Spanish-speaking ELL students are largely from Puerto Rico or Puerto Rican culture. As the population of ELLs continues to rise across the country, public school teachers in New York can expect to see an increase of ELL students in their classrooms. Research has shown that many pre-service teachers are ill prepared to accept and accommodate ELLs in their classrooms. This includes, but is not limited to, music teachers. Music is a required subject for students in grades kindergarten through 8 in New York State. In order for ELL students to receive an equal, quality music education, research has proven that a culturally relevant approach to teaching is necessary. A required part of providing a quality, culturally relevant education to ELLs is to incorporate their funds of knowledge into the curriculum. My culturally relevant music curriculum project was designed to provide music teachers with knowledge about best teaching practices for teaching ELLs. Another intended outcome of my music curriculum is for music teachers to learn how to incorporate culture into their curriculum so that all students, not only ELLs, receive a meaningful education. [from author's abstract]