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ERIC Number: EJ1104323
Record Type: Journal
Publication Date: 2016-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1545-4517
Sociological Implications of English as an International Language in Music Education
Kertz-Welzel, Alexandra
Action, Criticism, and Theory for Music Education, v15 n3 p53-66 Jun 2016
Internationalization and globalization have created a global music education community which is not only linked by similar ideas, but also shares a common language. English functions as a global language and facilitates the international discourse in music education. While it is good to have a common language supporting international dialogue, it also has its clear downsides, e. g., in terms of the dominance of Anglo-American terminology and related music education concepts. In order to overcome this hegemony of Anglo-American music education, it is crucial to develop sensitivity towards the diversity of music education and research traditions and the challenges and opportunities of English as a global language in international music education. By using approaches from sociolinguistics and English for academic purposes, this paper argues for linguistic and cultural diversity in international music education research. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).]
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A