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Table of Contents
Intro
Acknowledgments
Introduction
Contents
List of Figures
List of Tables
1 Literature Review
1.1 First and Second Language Acquisition (SLA)
1.1.1 History and Models of L2 Learning Theories
1.1.2 A View from Developmental Psychology
1.1.3 Indications for Teaching L2
1.1.4 Research on Romance Languages as L2
1.1.5 Summary
1.2 Music Therapy
1.2.1 Definition of Music Therapy
1.2.2 Settings and Application of Music Therapy
1.2.3 Music Therapy in Educational Settings
1.2.4 Summary
1.3 Music and Language Acquisition
1.3.1 Linguistic and Musical Sound Systems
1.3.2 Melodic Elements of Speech and Music
1.3.3 Linking Rhythm in Speech and Music
1.3.4 Syntax: Structure in Language and Music
1.3.5 Communication: Transfer of Linguistic and Emotional Meaning
1.3.6 Musical Training as Entrainment for Developing Language Skills
1.3.7 Summary
1.4 Migrant Populations in Rome
1.4.1 Statistics on Migrant Populations in Rome
1.4.2 Children with Foreign Citizenship in the Italian School System in Rome
1.4.3 Language Skills in Italy's and Rome's Migrant Populations
1.4.4 Summary
2 Methodology
2.1 Timeline
2.2 Study Design
2.3 Sample
2.4 Music Therapy Intervention
2.5 Bus Story Test, Italian version (It-BST)
2.5.1 Bus Story Test (BST)
2.5.2 Italian Version of the Bus Story Test (It-BST)
2.5.3 Application of the BST in the literature
2.5.4 Motivation for choosing the It-BST as a tool of measurement
2.6 Evaluation of Behavior in Experimental and Control Condition
2.6.1 Likert Scale and Procedure
2.6.2 Misbehavior
2.6.3 Participation
2.6.4 Attention
2.6.5 Silence
2.7 Analysis of the Data
3 Data Analysis And Results
3.1 Outcomes on the It BST
3.2 Hypothesis 1: Children perform differently on the Likert Behavior Scales in Music Therapy and Regular Classroom Activity
3.3 Hypothesis 2: One or more of the It-BST scores correlate with one or more items on the Likert scales in music therapy
3.4 Hypothesis 3: One or more of the It-BST scores correlate with one or more items on the Likert scales in regular classroom lessons
4 Discussion of Results
4.1 Summary of Findings
4.1.1 Bus Story Test Items
4.1.2 Likert Scales
4.1.3 The hypotheses
4.2 Implications for Future Research
4.3 Limitations of the Study
Conclusions
Bibliography
Acknowledgments
Introduction
Contents
List of Figures
List of Tables
1 Literature Review
1.1 First and Second Language Acquisition (SLA)
1.1.1 History and Models of L2 Learning Theories
1.1.2 A View from Developmental Psychology
1.1.3 Indications for Teaching L2
1.1.4 Research on Romance Languages as L2
1.1.5 Summary
1.2 Music Therapy
1.2.1 Definition of Music Therapy
1.2.2 Settings and Application of Music Therapy
1.2.3 Music Therapy in Educational Settings
1.2.4 Summary
1.3 Music and Language Acquisition
1.3.1 Linguistic and Musical Sound Systems
1.3.2 Melodic Elements of Speech and Music
1.3.3 Linking Rhythm in Speech and Music
1.3.4 Syntax: Structure in Language and Music
1.3.5 Communication: Transfer of Linguistic and Emotional Meaning
1.3.6 Musical Training as Entrainment for Developing Language Skills
1.3.7 Summary
1.4 Migrant Populations in Rome
1.4.1 Statistics on Migrant Populations in Rome
1.4.2 Children with Foreign Citizenship in the Italian School System in Rome
1.4.3 Language Skills in Italy's and Rome's Migrant Populations
1.4.4 Summary
2 Methodology
2.1 Timeline
2.2 Study Design
2.3 Sample
2.4 Music Therapy Intervention
2.5 Bus Story Test, Italian version (It-BST)
2.5.1 Bus Story Test (BST)
2.5.2 Italian Version of the Bus Story Test (It-BST)
2.5.3 Application of the BST in the literature
2.5.4 Motivation for choosing the It-BST as a tool of measurement
2.6 Evaluation of Behavior in Experimental and Control Condition
2.6.1 Likert Scale and Procedure
2.6.2 Misbehavior
2.6.3 Participation
2.6.4 Attention
2.6.5 Silence
2.7 Analysis of the Data
3 Data Analysis And Results
3.1 Outcomes on the It BST
3.2 Hypothesis 1: Children perform differently on the Likert Behavior Scales in Music Therapy and Regular Classroom Activity
3.3 Hypothesis 2: One or more of the It-BST scores correlate with one or more items on the Likert scales in music therapy
3.4 Hypothesis 3: One or more of the It-BST scores correlate with one or more items on the Likert scales in regular classroom lessons
4 Discussion of Results
4.1 Summary of Findings
4.1.1 Bus Story Test Items
4.1.2 Likert Scales
4.1.3 The hypotheses
4.2 Implications for Future Research
4.3 Limitations of the Study
Conclusions
Bibliography