| Contents |
Review of literature. Culture shock ; Symptoms of culture shock ; Cross-cultural experience of Japanese children ; English as Second Language program in American school system ; Stress in children ; Stress response and symptoms ; Intervention of children under stress ; Use of music with ESL students -- Method. Subjects ; Procedure (Students ; Mothers ; Classroom teachers ; ESL teachers) -- Results. Participants ; Date for all hypotheses (School-related stress as reported by students and parents ; Music choices ; Attitudes of students and parents ; Time spent for home work ; Attitudes of classroom teachers) ; Students (School-related stress as reported by students and parents ; Music choices ; Attitudes of students and parents. Observation ; Evaluation) -- Classroom teacher -- Discussion and recommendations -- Appendix A. Institutional Review Board form (informed consent document) ; Appendix B. Patient confidentiality tatekent ; Appendix C. Pre-test questionnaire for the cross-cultural experience ; Appendix D. Baseline data form ; Appendix E. Creating a music time ; Appendix F. Observation form ; Appendix G. Music activity form ; Appendix H. Self-evaluation form ; Appendix I. Post-test questionnaire for children ; Appendix J. Pre-test questionnaire for the cross-cultural experience of mothers ; Appendix K. Post-test questionnaire for the cross-cultural experience of mothers ; Appendix L. Pre-test questionnaire for the cross-cultural experience within the classroom ; Appendix M. Brochure ; Appendix N. Post-test questionnaire for the cross-cultural experience within the classroom ; Appendix O. Questionnaire for the cross-cultural experience within the ESL classroom. |
| Summary |
The purpose of this thesis was to examine how music can help to reduce the stress of Japanese English as Second Language students and their families who are temporarily living in the United States. Six Japanese students, their families and teachers participated in this study. After background information was collected, preferred music activities were integrated into tutoring sessions for six consecutive weeks. After the experimental sessions, both Japanese ESL students and their families reported that integrating music activities had made positive differences in tutoring sessions. The interviews with classroom teachers revealed that they felt they had insufficient information in order to integrate ESL students into their classroom effectively. They also reported that the informational brochure was helpful to understand Japanese ESL students in their classrooms. The results of this study a great possibility of the use of music for ESL students, their families and teachers. |
| General note | "Presented to the faculty of the Department of Music ... in partial fulfillment of the requirements for the degree Master of Music in Music Therapy." |
| Dissertation note | M.M. East Carolina University 2005. |
| Bibliography note | Includes bibliographical references (leaves [76]-81). |
