ORCID

https://orcid.org/0009-0001-3042-0538

Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Jenny Yang

Second Advisor

James Coviello,

Third Advisor

Serafino Celano

Abstract

Schools continue to face increasing accountability pressures to improve English language proficiency outcomes for English Language Learners (ELLs), while access to arts education, particularly music, has declined in many districts. This study examines whether music education can serve as an effective and equitable support for language development among elementary ELL students. The purpose of this causal-comparative study was to determine whether participation in ensemble-based music programs (i.e., band, orchestra, and chorus) is associated with greater gains in English language proficiency than participation in compulsory general music instruction. This study is grounded in Krashen’s Second Language Acquisition theory and Patel’s resource-sharing network framework, which suggest that language acquisition is enhanced through meaningful auditory input, low-anxiety learning environments, and shared cognitive processes between music and language. Using archival data from a suburban school district in the Northeastern United States, student performance on the New York State English as a Second Language Achievement Test (NYSESLAT) was analyzed. Statistical methods included independent samples t tests, one-way analyses of variance (ANOVA), and hierarchical multiple regression. Results indicated that students participating in ensemble-based music demonstrated higher mean gains in overall English proficiency; however, these differences were not statistically significant. A statistically significant improvement was found in the listening domain, suggesting that ensemble participation may support receptive language development. Prior English proficiency was the strongest predictor of student outcomes, while demographic variables and music course grades did not significantly contribute to variance. These findings have important implications for educational leadership, policy, and program design. While music education may not independently drive overall language proficiency gains, it provides a meaningful, accessible context that supports language development, particularly in listening. School and district leaders should consider preserving and expanding equitable access to ensemble-based music programs as part of comprehensive, student-centered approaches to supporting multilingual learners.

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