Perceived Effective Strategies for Teaching English Language Learners in Secondary Choral Settings

As the population of English Learners (ELs) continues to grow in U.S. public schools, secondary music educators must be equipped to provide inclusive and equitable instruction. This study investigates secondary choral directors’ challenges, instructional strategies, and beliefs in supporting EL students. Survey responses from 17 choral educators and follow-up interviews with two participants revealed that language barriers, time constraints, and insufficient training were the most frequently cited obstacles. Educators reported using strategies such as repetition, simplified language, and peer support systems; however, tools like bilingual materials and translation technology were underutilized despite being perceived as effective. Interview data emphasized fostering student belonging, emotional safety, and cultural inclusivity. Open-ended responses also highlighted the need for bilingual paraprofessionals and music-specific training resources. These findings contribute to the growing call for targeted professional development and systemic support to ensure EL students have full access to the benefits of choral music education.