Abstract
Spanish immersion programs have become increasingly popular across the U.S. Research shows dual immersion programs provide linguistic benefits for both Spanish-speaking and English-speaking students, demonstrate a commitment to valuing students’ home language and culture, and seek to develop students’ cross-cultural understanding (Beeman & Urow, 2013; CARLA UMN, 2014; Howard et al., 2007; Linton, 2004; López, 2013; López & Tápanes, 2011; Palmer, 2009; Potowski, 2004; Tedick & Lyster, 2020). The Kodály philosophy emphasizes the need for music educators to use materials that represent their own diverse student populations, allowing students to see themselves as stewards of their cultural heritage (Houlahan & Tacka, 2015; Mills, 2013; Sheridan, 2019; Sinor, 1986). Personal research and musical analysis must be done to best determine which songs and activities best meet the instructional needs of the students (Choksy, 1981; Garner, 2024; Houlahan & Tacka, 2015; Mills, 2015). The goals of dual immersion programs, multicultural and culturally relevant music teaching, and the Kodály philosophy intersect. Music educators in the Spanish immersion school should select repertoire that prioritizes Spanish-language songs to teach musical concepts and skills and represents a variety of Latin American cultures. A song collection and pedagogical index have been created to enable the music educator to incorporate both cultural learning and music literacy components into their teaching. The prioritized use of Spanish-language folk song repertoire reflects an effort to value bilingualism, validate students’ home cultural and language, and create a welcoming and inclusive classroom environment where students’ lived experiences and background knowledge are seen as assets.