REVIEWER: Betty Starobinsky

TITLE: The Relationship Between English Language Learner Status and Music
Ensemble Participation
AUTHOR(S): Lorah, Julie A., Sanders, Elizabeth A., and Morrison, Steven J.
LOCATION:
Journal of Research in Music Education, 2014, Volume 62/No.3, pages 234-244.

Based on previous research, English Language Learner (ELL) students were

said to have a lower participation rate in school-sponsored music ensembles than their
native-English-speaking peers. However, when the authors of this study took into
account students socioeconomic status and their academic achievement, there was no
evidence indicating that there was a difference between the two groups.

This study examined participation rates in school music ensembles for ELL and
non-ELL tenth graders. Participants of the study were randomly selected students from
each school. In the sample, 21% of students across all schools indicated that they
participated in at least one music ensemble. From this sample, 13% of the students
were classified as ELL. Another insight was that an ELL student and a non-ELL student

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with the same socioeconomic status and academic achievement would be equally likely
to participate in a school music ensemble.

There are many factors that I believe would be important to study. The authors
did not take into consideration the type of music ensembles in which the ELL students
participated in. Was there a great difference in the students that chose to participate in
band rather than chorus? Was language the reason why they chose to participate in
band? Was culture the reason why they preferred to play an instrument rather than sing
in a choir?

I would have been interested to see who the ELL students did in relation to ELL
students who were not in music ensembles. Besides the participation, what happened
afterwards? In this study, they did not mention the financial costs that could have
affected the enrollment. Was it free to join chorus because there are no instrument or
repairs fee? Is there an ensemble that takes an annual trip that makes the membership
cost more than another? This could also be a reason why students have not chosen to
participate, because the program is costly.

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The authors did bring up a good point about ELL students and how it is typical
that these students are likely to be late arrivals in the school community. This could
easily be a reason a student may not participate in a music ensemble because they
missed the sign-up period or audition. This would have been an important factor to
consider when a new student enters a school.

There is a world of benefits that music instruction can have on students,

especially English Language Learners. Having an ability to express ones self musically
has shown to have a positive impact on ELLs phonological skills. I have seen this first
hand and this is also the reasoning behind our flourished program at P.S. 69. Although it
may seem crazy to participate in multiple outlets of art and music, our students are
benefiting from it. It has shown a positive impact in the development of our students, as
well as their test scores.

Our band program at the school is a minimal fee ($17) over the course of two
years. After students have received their acceptance to the band program, almost all of
the students bring their permission slips and money. Only a few do not bring in the
money. Sometimes a parent will decline the offer to put their child in an ensemble
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because they feel their child should be focusing on their schoolwork, the child has too
many extra curricular activities, or they do not want the responsibility of having an
instrument. I am sure that sometimes the cost is a burden as well. Students who have
been accepted into the band program who have financial burdens have the cost waived,
but of course, that is only if the parent or child verbalizes that this is their reason for
saying declining the program. I wish there were enough money in the budget so funding
would not be required. On a bi-annual basis, our school throws a fundraiser for all of its
arts programs. This money helps keep the funding for our outside Teaching Artists that
service our school. There is also some money in the budget to fund choral music
programs and instrument repairs.

Lorah, Julie A., Sanders, Elizabeth A., and Morrison, Steven J. (2014). The Relationship
Between English Language Learner Status and Music Ensemble Participation. Journal
of Research in Music Education, 62 (3), 234-244.

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