Teaching Music History to Non-Native English Speaking Students: An Exploration of the Cultural and Linguistic Challenges

Abstract

Discussions about teaching in a multilinguistic and multicultural environment must consider the complex identities of students coming from diverse socio-cultural backgrounds as well as the many-sided aspects of what constitutes a marginalized group: from racial to economic, from cultural to gender related. The task becomes even more compelling when this diversity applies not only to the cultural and ethnic range among American students, but also to the many foreign and non-native English speaking students that populate American universities. This article focuses on how the exponential growth of international students in the United States, mostly from Asian countries, presents unparalleled challenges and calls for an in-depth study not only on how we revitalize the music history curriculum, but also on how we approach this transmission of knowledge from a linguistic, cultural, and ethical point of view and, therefore, balance educational intentions with an awareness of the complexity of students’ identities.