Novel Opportunities for Intercultural Music Education: Integrating Singing and a Language-Aware Approach in Learn-Finnish-by-Singing Choirs

Autor/in	Lehtinen-Schnabel, Johanna
Titel	Novel Opportunities for Intercultural Music Education: Integrating Singing and a Language-Aware Approach in Learn-Finnish-by-Singing Choirs
Quelle	In: Research Studies in Music Education, 45 (2023) 3, S.478-496 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehtinen-Schnabel, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X221136826
Schlagwörter	Music Education; Singing; Music Activities; Metalinguistics; Immigrants; Foreign Countries; Multicultural Education; Teaching Methods; Adult Learning; Cultural Differences; Second Language Learning; Finno Ugric Languages; Second Language Instruction; Interdisciplinary Approach; Adult Education; Finland + Suchen Sie Ihr Suchwort? Musikerziehung; Gesang; Musikalische Aktion; Metalanguage; Metasprache; Immigrant; Immigrantin; Immigranten; Ausland; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Adulte education; Adult training; Erwachsenenbildung; Kultureller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Adult; Adults; Education; Adult basic education; Finnland
Abstract	The topic of language awareness in intercultural music education has received surprisingly little attention in discussions on meaningful and responsive musical practices, despite language being an ubiquitous issue that every music educator encounters when entering a multilingual learning environment. This study explores a language-aware perspective that is embedded in a dynamic and dialogical choir practice drawing on the direct social needs of adult choir participants with culturally and linguistically diverse backgrounds. The analysis sets the practitioner experiences, planning, and implementation of the choir practice against the "theorisation of activity systems" and the concepts of "boundary object" and "boundary crossing," in particular. The theoretical exploration considers how a dual meaning choir practice (a) integrates musical and linguistic activity, (b) crosses boundaries between the disciplines of music and language education, and (c) justifies change in music educational thinking. The study suggests that a dual meaning choir practice provides meaningful musical activity for adult immigrants, expanding the understanding of musical practice and the profession of music educator by blurring the dichotomous thinking of music and music education as being either instrumentalized or existing only for purely musical purposes. The study further advocates that a hybrid musical practice can widen professional understanding with novel insights, out-of-the-box perspectives, and new opportunities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01