How Violin Teachers Handle Students With Language Barrier: A Phenomenological Study
DOI:
https://doi.org/10.31154/isc12.v12i4.166.966-980Keywords:
language barrier, violin education, teaching strategiesAbstract
This research addresses the issue of language barriers in violin education, focusing on the experiences of Filipino violin teachers and the strategies employed to overcome these challenges. Employing a phenomenological research design, the study conducts in-depth interviews with Filipino violin teachers. Thematic analysis is applied to the collected data to identify patterns and themes, guided by Vygotsky's sociocultural theory, which emphasizes language's role in cognitive development and the significance of social interactions in learning. Through in-depth interviews and thematic analysis, a central theme of difficulty in communication emerges, encompassing sub-themes such as limited English vocabulary and inflection in words. Teachers express challenges related to students' language limitations. Eight key themes surface as strategies employed by teachers: social interaction, language exchange, word simplification, demonstration, imitation, and repetition; tactile instruction, instruction through singing and movement, use of a translator, and use of teaching tools and games. In conclusion, the findings underscore the intricacies of teaching the violin in the presence of language barriers, emphasizing the need for inventive and flexible teaching strategies. Recommendations stemming from the study include urging violin teachers to equip themselves with effective strategies and innovative teaching tools. Moreover, the study advises music teachers to recognize the universality of effective teaching strategies across various musical domains. Future researchers are encouraged to explore language barriers in varied educational contexts, emphasizing potential impacts on special needs education and proposing specific areas for further investigation.
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