Abstract
The purpose of this study was to investigate the effects of language, familiarity and instructional approach on fifth-graders' attitudes and preferences toward, and descriptions of songs sung in various languages. Students (N = 209) in twelve classes were randomly assigned to one of three instructional groups: concept-based multicultural, sociocultural-based multicultural, and concept-based with no multicultural content (control). Students responded to nine unfamiliar songs sung in various languages using a Likert-type scale. Test results indicated that children in the sociocultural instructional group expressed significantly more positive attitudes toward songs in unfamiliar languages than those in the other groups. There was no significant difference between the concept-based and control groups. Analysis of open-ended responses revealed that children used more sociocultural descriptors for songs performed in unfamiliar languages than for those sung in English.