With this qualitative self-study, I investigated my practice as a general music teacher with my Limited English Proficient (LEP) students. The purpose of this study was to investigate my teaching practice and develop creative strategies to foster the engagement and motivation among the students in my sixth grade bilingual classroom. The framework of this study was modeled from the five foci of self-study research (Samaras, 2011). The main research question was: “What creative strategies could help me engage my sixth grade bilingual students?” Specifically, this study addressed how strategies related to language, lesson planning, and technology impacted the engagement of the students. The investigation included four teaching/observing sessions and the interviews of two administrators within the school district. Data revealed that my creative strategies engaged the students, as the content became accessible to them. The data also revealed that the linguistic misunderstandings throughout the sessions resulted in frustration between the students and myself.
|Advisor:||Frierson-Campbell, Carol, Falk Romaine, Diane|
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 54/06M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Music education|
|Keywords:||Bilingual students in music classroom, Creative teaching strategies, Engaged teaching, English language learners, General music education, Limited english proficient students|
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