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The universal language of Music: (Master thesis)

Λαλαμπέκοβα, Αγγελική/ Lalampekova, Angeliki

This thesis reports on an attempt to apply action research that investigated the impact of a CLIL-oriented Language and Music program within a Junior High School multicultural context in Thrace. The following steps were followed: (a) Open Educational Resources (OER) were designed for the integrated teaching of Language and Music, (b) the developed OER were applied in teaching practice to the students at a Music School in Thrace, and (c) the effectiveness of the teaching intervention was evaluated through qualitative research, i.e. through the teacher's diary and semi-structured student interviews. The teaching intervention took place from April to June 2021 in the music instrument class (violin classroom), which was attended by three Turkish-speaking students from the Muslim Minority. The lessons, due to the restrictions of the pandemic, were implemented in a blended way, remotely (distance learning) and in person (when schools reopened). In any case, the students had access to the internet and the website which hosts the Open Language and Music Educational Resources, developed by the teacher/ researcher. During the implementation of the intervention program (teacher's diary) and after its implementation (student interviews) the attitudes of the students and their response to the cognitive (Music), the linguistic (Language) and the intercultural stimuli of the intervention were investigated. The qualitative analysis that accompanied the implementation of the material revealed that the students found the intervention program for both distance and face-to-face classes to be pleasant and effective. They were initiated into the content of the lesson in an experiential and situated way, scaffolded with the second language (Greek) use, in order to remove barriers to learning, and it gave students a platform to voice opinions and experiences from their cultural group, to express themselves in their first language and to make intercultural connections. However, at some points, the entrenched/experienced approach of both teachers and students to positively evaluate more conservative aspects of language learning (spelling, grammar) was recorded. At the same time, the need for greater gradation of the material based on the needs of the students was revealed, in order to enhance differentiated teaching. Finally, the individualized instruction in the class of the musical instrument was reflected as a drawback, which deprived the students of the possibility of interaction and group work.