Abstract
In response to the disproportionately low educational outcomes of students in remote Indigenous schools, this study examined the potential for musical activities to provide a platform for the learning of Standard Australian English (SAE) in these contexts. The study also investigated ways in which the same or similar approaches may contribute to the maintenance and revival of Australian Indigenous languages. Conducted as a qualitative multi-case study, this research analysed interview data collected from nine participants, including classroom teachers, ethnomusicologists and music educators, each with relevant professional experience and knowledge. Findings demonstrated the capacity of music-based learning to facilitate meaningful immersion in both SAE and Indigenous languages, and to interface with Indigenous pedagogies and perspectives. Music-based approaches were seen to promote engagement in language learning through experiences that students perceived as valuable and purposeful. Equally, music-based learning provided students with a sense of ownership over learning and opportunities for personal and cultural validation. In addition, the findings identified several factors that often place limitations on remote schools' capacity to facilitate music-based learning. The need to develop local capacity in remote Indigenous communities was recognised as vital in order to provide students with an education that is both holistic and sustainable.
