CHAPTER 1

Chapter 1

Table of Content

ABSTRACT3

CHAPTER ONE: INTRODUCTION4

Introduction4

Problem Statement9

Nature of the study, specific research questions, hypothesis10

The study tests the following hypotheses:11

Purpose of the Study11

Theoretical Framework12

Operational Definitions14

Scope and Delimitation16

Assumption and Limitation17

Significance of the Study18

Transition Statement19

Abstract

This research uncovers the effect of music instruction in assisting language learning in order for students to achieve higher scores. Furthermore, the study explores music integrated language curriculum implemented among English language learners (ELLs) and finds ways to help classroom teachers in preparing their students for high stakes testing. Results are projected to show an increase in student achievement through combining music and language instructions. The findings lead to the development of new strategies to help students improve their knowledge of language and assist through the learning process. Additionally, the research also helps the school community to achieve its educational goals by integrating all available extra curriculum resources to maximize students' learning. This study explains how effective learning communities are able to enhance social change through collaboration among its members. It shows the ways of developing professional relations and emphasizes the importance of school leaders to facilitate a shared understanding of the need of the stakeholders and society as a whole.

Chapter One: Introduction

Introduction

One of the biggest challenges for the school community is to meet academic requirements, provide quality instructions, and prepare students to achieve the grade level of language proficiency. English language learners (ELLs) score low on the New Jersey Assessment of Skills and Knowledge (NJ ASK) test because of limited language comprehension and lack of verbal communication (you'll want to cite a source that demonstrates this is the cause of the low scores). According to Devoe (2007), in the districts where the majority of the students are immigrants, the great number of ELLs has not shown satisfactory progress in mastering English, and the number of ELLs failed yearly benchmark tests in language art and math. The subject of ELLs and their language acquaintance impacts education because the ELL population is rapidly growing in the United States. According to Jackson (2007), by 2030 almost half of the residents in the United States will speak a language other than English. With an increasing number of immigrants, the ELLs in schools nationwide will increase.

Subsequent investigation revealed that it was quite common for this teacher and ELL students to help each other when technical difficulties arose in the use of the IWB. This example demonstrated a “safe” classroom learning environment where both teacher and ELL students could engage more openly and deeply in the learning process because making and learning from one's technical mistakes were simply part of and not a distraction in the learning process itself.

The second pedagogical implication when teachers make decisions to integrate the Digital Learning Classroom into the curriculum and instructional practices is how it changes the teacher's traditional roles in the classroom beyond that, for example, of instructor, coach, facilitator, and mediator to that of “servant teacher”—a concept similar to that of “servant leader”.

AT&T executive, Robert K. Greenleaf (1970) first coined the term “servant leader” ...