Exploring group music-making experiences of lower elementary third culture kids and English language learners at an international school in Beijing

Abstract

The study explores the group music-making experiences of Third Culture Kids (TCK/TCKs) and English Language Learners (ELL/ELLs) at an international school in Beijing. While international schooling offers unique advantages, it can also be a source of anxiety for TCKs and ELLs. As expatriate learners, TCKs need to adapt to new academic environments, interacting with peers from diverse cultures and in unfamiliar languages. ELL learners face the challenge of meeting academic and cultural standards in a second language and interacting with peers and teachers from various countries. Literature has demonstrated that an education in music provides academic, social, and emotional benefits. Limited research on group music-making experiences for TCK and ELL learners in international schools is available. Data from observations of two group music-making lessons, learner drawings, and descriptions were analysed to present a triangulated view of the group music-making experiences of TCK and ELL learners. The findings indicated that group music-making activities facilitated multisensory learning experiences and the development of collaborative and social-emotional skills for TCK and ELL learners. The study shows the importance of incorporating group music-making activities into international school music programs to address the challenges experienced by TCK and ELL learners. The study fills a gap in the literature and offers insights for music educators and researchers in international music education.