Multicultural dimensions and their effect on children's responses to pop songs performed in various languages

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

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 20 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.