Bi/multilingualism and Music: Relationships Among Music Aptitude, Phonological Awareness, and Morphological Awareness in Spanish-English Children

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Equity in Music Education (Table 14)

Abstract

The purpose is to understand the relationships among music aptitude, phonological awareness in Spanish and English, and morphological awareness in Spanish and English among Spanish-English bi/multilingual children. A sequential explanatory mixed methodology used qualitative data, semi-structured interviews as writing conferences to explain quantitative data, a correlational design. Quantitative data indicated statistically significant relationships between (1) music aptitude and phonological awareness in Spanish, (2) phonological awareness in Spanish and English, (3) phonological and morphological awareness in English, and (4) phonological awareness in Spanish and morphological awareness in English. Qualitative data revealed these themes: (1) passive listening, (2) active music making, (3) connecting sound to text in writing, (4) in speech, (5) translanguaging, and (6) the absence of translanguaging.

Author

• Victor Antonio Lozada, University of North Texas - Dallas
  Presenting Author