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43 results

Book

Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment

Available from: ERIC

Bilingual education, Bilingualism, Language experience approach in education

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Abstract/Notes: The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism.

Language: English

Published: Oak Park, Illinois: InterCultura Montessori School, 1997

Article

Bilingualism and Sensitive Periods from a Phonetician's Point of View

Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 2, no. 2

Pages: 176-181

Bilingualism

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Language: English

Article

Early Childhood Bilingualism in the Montessori Children's House

Publication: Montessori Life, vol. 10, no. 2

Pages: 37–48

Bilingualism

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Language: English

ISSN: 1054-0040

Article

Second Language Corner for Children’s House: A Practitioner–Researcher Journey Into Bilingualism in Montessori Education

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 7, no. 1

Pages: 67-82

Americas, Bilingualism, Central America, Latin America and the Caribbean, Mexico, Montessori method of education

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Abstract/Notes: This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy.  Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

Language: English

ISSN: 2378-3923

Article

Interaction Between Bilingualism and Cognitive Growth

Publication: Montessori Life, vol. 5, no. 1

Pages: 33–35

Bilingualism

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Language: English

ISSN: 1054-0040

Article

Our Young Cultural Ambassadors: Montessori Peacemakers for a Modern World

Available from: ProQuest

Publication: Montessori Life, vol. 19, no. 2

Pages: 42-47

Bilingualism

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Abstract/Notes: This article describes the Language Center Montessori School in Chapel Hill, North Carolina, where students are learning in a language-immersion Montessori environment. The school offers a choice to parents--Spanish immersion or French immersion--but Montessori comes with both. The school's motivation for promoting bilingualism is to improve communication across cultural boundaries, and to promote peace, respect, and an appreciation of diversity. Though bilingualism may increase cognitive development, this is not the school's driving force. It wants to foster a generation of "cultural ambassadors" who can build bridges across cultures. It also wants to create a new generation of peacemakers who value tolerance, diversity, and hope, and who effect change at home and across borders.

Language: English

ISSN: 1054-0040

Article

A Montessori Approach to Learning Another Language

Publication: NAMTA Journal, vol. 32, no. 1

Pages: 197–217

Bilingualism, Language acquisition

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Abstract/Notes: Includes lesson plans for 3-6 and 6-9

Language: English

ISSN: 1522-9734

Article

Escuela Tlatelolco Enrolling for 2009-2010 school year

Available from: Independent Voices

Publication: La Voz Nueva, vol. 35, no. 15

Pages: 5

Americas, Bilingualism, Montessori schools, North America, United States of America

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Language: English

Master's Thesis

The Effects of Songs on Hmong Vocabulary Acquisition

Available from: St. Catherine University

Action research, Americas, Bilingualism, Displaced communities, Hmong (Asian people), Hmong American children, Hmong American families, Hmong songs, Immigrants, Language acquisition, North America, Refugees

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Abstract/Notes: This action research assessed the effects of singing a song to learn language in a bilingual classroom. The research took place at a bilingual Hmong-English Montessori preschool program. 28 preschool-aged children participated in the research which was conducted over five weeks. Data sources included a parent questionnaire, vocabulary pre-test, vocabulary post-test with a follow-up conversation, daily observation logs, and tally sheet. The children were taught 16 Hmong vocabulary words with half the words sung to the tune of a common children’s song and the other half by simple reciting. The results from the vocabulary post-test showed that there was an increase in the children’s ability to recall Hmong vocabulary taught through the song and the follow-up conversation showed that the children enjoyed learning by singing. Further research could examine the continued use of singing vocabulary to common children’s songs and its effects on language learning in the long-term.

Language: English

Published: St. Paul, Minnesota, 2019

Book Section

Foreign Language Instruction Within a Montessori Environment

Available from: ERIC

Book Title: 20th Annual Meeting of the American Council on the Teaching of Foreign Languages, Dallas, Texas, November 21-23, 1986

Pages: 16 p.

Americas, Bilingualism, North America, United States of America

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Language: English

Published: Dallas, Texas: American Council on the Teaching of Foreign Languages, 1986

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