The Effects of Aligning and Integrating English Language Proficiency and Development and Music Standards on Interactive Skills Achievement

Abstract

There is an increasing number of English Language Learners (ELLs) in the United States school system. The Common Core State Standards (CCSS) in English Language Proficiency (ELP), World-Class Instructional Design and Assessment (WIDA) in English Language Development (ELD), and English Language Arts, Mathematics, Science, and Social Studies have been aligned and integrated. However, there has not yet been standards alignment and integration of ELP/D and the National Core Arts Standards (NCAS) in music. Guided by the CCSS ELP, WIDA ELD, and the Responding NCAS music standards, this experimental convergent mixed-methods research study includes qualitative and quantitative research. The qualitative research developed the ELP/D and Responding Music Standards Alignment Matrix, the Student Primary Language Survey in determining the subjects’ ELL status as English Language Learners (ELL, Tier 1), Dual-Mulit-Language Learners (D/MLL, Tier 2), or English Only Learners (EOL, Tier 3), and an aligned and integrated curricular unit. The quantitative research applied a paired-samples t-test, independent samples t-test, and ANCOVA to determine the significance between pre-alignment and post-alignment achievement employing the Grade Five Respond Model Cornerstone Assessment (MCA) as the data collection instrument. The paired-samples t-test indicated significant effects of a curriculum aligning ELP/D and music standards on the acquisition of interactive skills (listening, speaking, reading, and writing) through the responding artistic process as accessed through the MCA. This research provides music educators with tools and strategies to integrate ELP/D standards into music instruction and serves as a model for future ELP/D standards alignment across music and other arts disciplines to support ELLs