Inclusion within the Multilingual Music Classroom

As our classrooms diversify, the languages with which our students engage are more than just mainstream English. Music educators need tools to create linguistically responsive classrooms that aim to improve student achievement of their emergent bi/multilingual students both linguistically and musically. In this webinar, teachers will (1) understand the history and background of emergent bi/multilingual education in the United States, (2) expand their pedagogical tools to engage with emergent bi/multilingual students in the performing ensemble class, general music class, and private studio, and (3) develop advocacy tools for the inclusion of emergent bi/multilingual in their music classrooms.

Victor Lozada is Assistant Professor at the University of North Texas in Dallas, where his research includes the intersections among music education, bilingual education, and literacy. His research can be found in the Journal of General Music Education, the Bilingual Research Journal, and his co-edited book Engage and Empower! Expanding the Curriculum for Justice and Activism. Victor taught K-5 general music in multilingual environments for 14 years in Texas. Currently, he serves the American Orff-Schulwerk Association as the VP-Elect of Diversity, Equity, Inclusion, and Access. He frequently presents for the American Orff Schulwerk Association and the National Association for Bilingual Education.

NAfME presents this live virtual event at no charge to all as a service to the music education profession. To register, you must enter your NAfME member information or create a nonmember account. After registering, check your email for instructions. A recording of this program will be available to all registrants for one week following the live event. Members can also view archived NAfME webinars in the NAfME Academy.

The views expressed are those of the presenter; they do not necessarily reflect the views of NAfME.