The impact of music therapy on children in a multicultural elementary school

Publication Type:



Springer VS,, Wiesbaden, Germany, p.1 online resource (xx, 199 pages) : (2022)

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Other Number:




(OCoLC)fst01028816, (OCoLC)fst01030635, fast, Multicultural education., Music therapy for children.


Includes bibliographical references.The OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the childrens language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy). She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy).Online resource; title from PDF title page (SpringerLink, viewed November 3, 2022).Intro -- Acknowledgments -- Introduction -- Contents -- List of Figures -- List of Tables -- 1 Literature Review -- 1.1 First and Second Language Acquisition (SLA) -- 1.1.1 History and Models of L2 Learning Theories -- 1.1.2 A View from Developmental Psychology -- 1.1.3 Indications for Teaching L2 -- 1.1.4 Research on Romance Languages as L2 -- 1.1.5 Summary -- 1.2 Music Therapy -- 1.2.1 Definition of Music Therapy -- 1.2.2 Settings and Application of Music Therapy -- 1.2.3 Music Therapy in Educational Settings -- 1.2.4 Summary -- 1.3 Music and Language Acquisition1.3.1 Linguistic and Musical Sound Systems -- 1.3.2 Melodic Elements of Speech and Music -- 1.3.3 Linking Rhythm in Speech and Music -- 1.3.4 Syntax: Structure in Language and Music -- 1.3.5 Communication: Transfer of Linguistic and Emotional Meaning -- 1.3.6 Musical Training as Entrainment for Developing Language Skills -- 1.3.7 Summary -- 1.4 Migrant Populations in Rome -- 1.4.1 Statistics on Migrant Populations in Rome -- 1.4.2 Children with Foreign Citizenship in the Italian School System in Rome -- 1.4.3 Language Skills in Italy's and Rome's Migrant Populations -- 1.4.4 Summary2 Methodology -- 2.1 Timeline -- 2.2 Study Design -- 2.3 Sample -- 2.4 Music Therapy Intervention -- 2.5 Bus Story Test, Italian version (It-BST) -- 2.5.1 Bus Story Test (BST) -- 2.5.2 Italian Version of the Bus Story Test (It-BST) -- 2.5.3 Application of the BST in the literature -- 2.5.4 Motivation for choosing the It-BST as a tool of measurement -- 2.6 Evaluation of Behavior in Experimental and Control Condition -- 2.6.1 Likert Scale and Procedure -- 2.6.2 Misbehavior -- 2.6.3 Participation -- 2.6.4 Attention -- 2.6.5 Silence -- 2.7 Analysis of the Data -- 3 Data Analysis And Results3.1 Outcomes on the It BST -- 3.2 Hypothesis 1: Children perform differently on the Likert Behavior Scales in Music Therapy and Regular Classroom Activity -- 3.3 Hypothesis 2: One or more of the It-BST scores correlate with one or more items on the Likert scales in music therapy -- 3.4 Hypothesis 3: One or more of the It-BST scores correlate with one or more items on the Likert scales in regular classroom lessons -- 4 Discussion of Results -- 4.1 Summary of Findings -- 4.1.1 Bus Story Test Items -- 4.1.2 Likert Scales -- 4.1.3 The hypotheses -- 4.2 Implications for Future Research4.3 Limitations of the Study -- Conclusions -- Bibliography