Welcome!
Welcome to TransLyricism, a website centered on the idea of integrating Translingualism (Schwarzer, in preparation) into the practice of choral music education.
Translingualism, as it is in the process of being defined, is “The development of Language and Literacies that interact with each other in a dynamic and fluid way while moving back and forth between real and ‘imagined’ glocalized borders while transacting with different cultural identities within a unified self (Schwarzer, in preparation).” In turn, Lyricism refers not only to lyric in its basic sense of word and text, but to a quality of vocalism rooted in flexibility and agility of movement. We, as educators, want to achieve this fluidity not just in vocal and choral technique, but in the integration of diversity in our classrooms. Instead of culture and language being inserted for the sake of its presence into our curriculum, we must use it to our advantage and make it omnipresent in our practice, informing the decisions we make and learning environments we build, as described by the theory of Multicultural Education noted in the 2008 book Diverse Learners in a Mainstream Classroom (Freeman, Freeman & Ramirez, 2008, p.16).
As a result, the practice of Translingualism at work within choral music education can be affectionately called TransLyricism.
We are forward thinking teachers who strive to be agents of change through the formation of our students. Therefore, it is imperative for us to create a classroom where we can work collaboratively to help them construct their own knowledge by building on that which they already know and to help them retain retrievable information by making meaningful associations in their learning (Villegas & Lucas, 2002, pp. 68-9). In order to accomplish this, we must maximize each child’s access to information with minimal obstruction from language or learning obstacles. This welcome kit, modeled after one prescribed by Joanne Yatvin in her 2007 book, English-Only Teachers in Mixed-Language Classrooms, includes important information for the students and their families to help assimilate themselves into a new community through their new school and new classmates (pp. 15-9).
The following is a brief description of the featured web pages on TransLyricism:
For Students
On this page, Students have access to the outline of expectations for the academic year, including policies on participation, dress code, and, above all, academics. They also have access to documents, such as assignments, permission slips, and calendars, which have been distributed in class, through files that have been linked to formats they may download and print.
For Parents/Guardians
On this page, the families of the students may access the Student Expectations Outline and all the documents that their children have been receiving in class and rehearsal so that everything available to the students is also available to their parents and guardians.
Important Information
This page is specifically reserved for distributed documents that have been sent home in rehearsal and class, but also includes useful supplemental materials for the students, including singing diction guides and practice resources.
For Choral Teachers
This page is designed to be a resource for Choral and Music Teachers, considering the apparent absence or scarcity of a manual for music teachers meeting the needs of English Language Learners or Special Learners. Links to some major choral education websites are available here.
Teachers Talk
The lack of text on specific issues music teachers may face with students whom have special circumstances is supplemented here by the experiences of other teachers. Although intended for choral instructors in the area, as we face similar socioeconomic and cultural issues in our own schools and specialties, all music teachers are welcome to posit questions or offer their advice so that we may all benefit from the observations of our colleagues and fellow musicians.
Translingualism, as it is in the process of being defined, is “The development of Language and Literacies that interact with each other in a dynamic and fluid way while moving back and forth between real and ‘imagined’ glocalized borders while transacting with different cultural identities within a unified self (Schwarzer, in preparation).” In turn, Lyricism refers not only to lyric in its basic sense of word and text, but to a quality of vocalism rooted in flexibility and agility of movement. We, as educators, want to achieve this fluidity not just in vocal and choral technique, but in the integration of diversity in our classrooms. Instead of culture and language being inserted for the sake of its presence into our curriculum, we must use it to our advantage and make it omnipresent in our practice, informing the decisions we make and learning environments we build, as described by the theory of Multicultural Education noted in the 2008 book Diverse Learners in a Mainstream Classroom (Freeman, Freeman & Ramirez, 2008, p.16).
As a result, the practice of Translingualism at work within choral music education can be affectionately called TransLyricism.
We are forward thinking teachers who strive to be agents of change through the formation of our students. Therefore, it is imperative for us to create a classroom where we can work collaboratively to help them construct their own knowledge by building on that which they already know and to help them retain retrievable information by making meaningful associations in their learning (Villegas & Lucas, 2002, pp. 68-9). In order to accomplish this, we must maximize each child’s access to information with minimal obstruction from language or learning obstacles. This welcome kit, modeled after one prescribed by Joanne Yatvin in her 2007 book, English-Only Teachers in Mixed-Language Classrooms, includes important information for the students and their families to help assimilate themselves into a new community through their new school and new classmates (pp. 15-9).
The following is a brief description of the featured web pages on TransLyricism:
For Students
On this page, Students have access to the outline of expectations for the academic year, including policies on participation, dress code, and, above all, academics. They also have access to documents, such as assignments, permission slips, and calendars, which have been distributed in class, through files that have been linked to formats they may download and print.
For Parents/Guardians
On this page, the families of the students may access the Student Expectations Outline and all the documents that their children have been receiving in class and rehearsal so that everything available to the students is also available to their parents and guardians.
Important Information
This page is specifically reserved for distributed documents that have been sent home in rehearsal and class, but also includes useful supplemental materials for the students, including singing diction guides and practice resources.
For Choral Teachers
This page is designed to be a resource for Choral and Music Teachers, considering the apparent absence or scarcity of a manual for music teachers meeting the needs of English Language Learners or Special Learners. Links to some major choral education websites are available here.
Teachers Talk
The lack of text on specific issues music teachers may face with students whom have special circumstances is supplemented here by the experiences of other teachers. Although intended for choral instructors in the area, as we face similar socioeconomic and cultural issues in our own schools and specialties, all music teachers are welcome to posit questions or offer their advice so that we may all benefit from the observations of our colleagues and fellow musicians.
Works Cited
Freeman, Y. S., Freeman, D. E., & Ramirez, R. (2008). Diverse learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Images from Google.
Schwarzer , D. (2012, January 25). Educating culturally responsive teachers [Online forum comment]. Retrieved from
http://www.slideshare.net/schwarzerd/educating-culturally-responsive-teachers-intro-chap-1-2.
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York
Press.
Yatvin, J. (2007). English-only teachers in mixed-language classrooms: A survival guide. Portsmouth, NH: Heinemann.
Images from Google.
Schwarzer , D. (2012, January 25). Educating culturally responsive teachers [Online forum comment]. Retrieved from
http://www.slideshare.net/schwarzerd/educating-culturally-responsive-teachers-intro-chap-1-2.
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York
Press.
Yatvin, J. (2007). English-only teachers in mixed-language classrooms: A survival guide. Portsmouth, NH: Heinemann.