Enriching Spanish-Speaking English Learners’ Experiences in the English Music Classroom

Abstract

According to the National Education Association, one out of every four children in the U.S. public education system will be an English Learner (EL) by 2025, with at least half of these students likely being Spanish-speaking EL students. As school populations become more ethnically, racially, and linguistically diverse, current and future music teachers must increase awareness of the barriers that the growing population of Spanish-speaking EL students may encounter. In this article, the author describes the language acquisition stages that Spanish-speaking EL students typically go through, providing insights into possible strategies for addressing their language barriers and socio-emotional needs, as well as fostering a culturally responsive and sustainable environment in the music classroom. In doing so, the author describes several concrete methods that music educators could use to engage with and learn more about the rich Spanish-speaking communities. Thus, becoming more responsive to the current demographic changes and challenges.