Keegan Whitney

Case Study
Dr. Maduram
4/26/2018
Case Study and Journal Review

Saúl is a sixth grade ESL student who has just immigrated to the United States. He
does not speak or understand English. This is a wide spread problem at Clinton
elementary school so there are not enough resources to help Saúl in every class. In
his music and arts classes it is on the teacher to give him the language support he
needs in order to succeed.

1. What are some ways that the teacher can help him succeed with the English
language?
a. He can pair Saúl up with a student who is fluent in both English and
his native language.
b. He can try to learn short phrases in Saúl native language that are
content based
c. Create a picture board with images showing things that will happen in
the classroom. Underneath each picture will be the description in both
English and his native language

2. How can the teacher communicate with Saúl if there is a language gap?
a. Either learn some of the language or use some sort of technology that
allows for live translations. I.e. Google translate. It is also possible to
have him paired up with another student who is fluent in both the
native language and English. This student can then translate for Saúl
in class.

3. What ways can a music teacher help with Saúl English skills?
a. Labeling things in both his native language and English
b. Create a Picture schedule for each class with the captions of the
pictures being in both languages
c. Even talking slow and pointing things out around the classroom might
help as well
 Using Music to Support the Literacy Development of Young English Language Learners
Written by: Kelli R. Paquette

Over all this article is very well written and explores many different advantages to using
music as a literary device. Most notably for English Language Learners, or ELL. Paquette
states that one of the first intelligences to develop in children is the musical intelligence.
This creates an important role for music as it can be used to strength the students other
intelligences as well, including language and literacy development. Paquette also states
that the learning environment created while singing creates a casual environment where
students do not feel pressured to actually speak the language. Instead they are given a
space, and the knowledge, of what to say and when to say it. This comes in the form of
simple songs, like many children’s songs. In addition to this environment of language
growth music also improves the students listening and oral language skills, improves
their attention and memory, enhances their abstract thinking skills and it enhances the
students’ creativity and cultural awareness. From here the author continues to discuss
which songs were created to improve certain language skills, how to teach new songs to
children, how to develop the children’s’ fluency through their music literature, how to
improve their writing skills, creating musical instruments, and how to expose children to
multiple music genres.

Paquette, K.R. & Rieg, S.A. Early Childhood Educ J (2008) 36: 227.
https://doi.org/10.1007/s10643-008-0277-9