Abstract
English-language learners (ELLs) represent a population of students for whom English is not their first language; thus, they are often marginalized within the United States school system. While ELLs develop English-language skills within schools, they are often taught in a way that does not honor their home culture or first language skills, leading to socioemotional distress and diminished academic outcomes. Language research shows that bilingual communicators negotiate through their entire linguistic repertoire despite what named languages they may be using with a flexibility defined as translanguaging. Moreover, both musical communication and linguistic communication require similar cognitive skills, including listening, understanding, and executing speech or a musical task. Existing music therapy research with ELLs is scant, but these existing studies entail using music as a rehearsal mechanism or a mnemonic for English language learning. However, no research exists delineating equitable music therapy clinical practice with ELLs through a translanguaging lens that honors their existing language practices. Thus, the purpose of this study is to develop a theory-based music program to facilitate equitable and efficient English second-language learning in school-aged children.