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Book Section

The Developmental Linguistics of Maria Montessori

Book Title: Readings Toward a Montessori Language Curriculum

Pages: 25-40

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Language: English

Published: Lexington, Massachusetts: Ginn Press, 1986

Book Section

The Function of Verbs

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 377-383

Asia, India, Linguistics, South Asia, Maria Montessori - Writings, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24


Orientation Towards Multilingualism in Class: A Montessori Experience

Publication: AMI Journal (2013-), vol. 2014-2015

Pages: 87-92

Classroom environment, Montessori method of education, Montessori schools, Multilingualism, ⛔ No DOI found

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Abstract/Notes: Federico Gobbo reports on a project carried out at the Scuola Montessori Milano by nine year-old pupils as they grew interested in languages and linguistics, particularly in how languages function and behave in particular.

Language: English

ISSN: 2215-1249, 2772-7319

Book Section

Language Games Children Play: Language Invention in a Montessori Primary School

Available from: Springer Link

Book Title: Handbook of the Changing World Language Map

Pages: 1-14

Child development, Imaginary languages, Language acquisition, Linguistics, Montessori method of education, Montessori schools

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Abstract/Notes: This chapter illustrates the main results of a language laboratory held in a Montessori primary school in Milan, Italy, during 7 years. Pupils (age: 9–11) are guided in the collective invention of a secret language, using all their linguistic repertoire present in class – including minority and home languages. The structure of the language is highly influenced by the language of instruction (in our case, Italian), but, at the same time, it differs from that because its aim is to be secret. In other words, the invented language is shared among the class members only, who know how to decipher its alphabet and grammar, unlike other schoolmates. Secrecy permits the inventor to insert elements from other languages, resulting in an a priori language contact. During the process of invention, participants increase their metalinguistic awareness and thus their understanding of the languages they are studying formally – in our case, Italian and English. The Montessori method fosters a “learning-by-doing” approach and an active interdisciplinary cross-fertilization (called Cosmic Education). In fact, pupils may use the secret language to create an imaginary country – usually an island – and conceive a utopian society, putting together notions of natural sciences (for instance, orography) and social sciences, in particular, to describe the ideal human society speaking their secret language. The chapter also includes reflection on how this language laboratory can be applied in other educational contexts, maintaining its original character of being a serious game for learning.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2019

ISBN: 978-3-319-73400-2


La multisensorialità nell'insegnamento dell'inglese: programmazione neuro-linguistica e metodo Montessori

Available from: Tesi online

Montessori method of education, Neurolinguistics, Neuroscience

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Abstract/Notes: La tesi illustra come la multisensorialità nell'insegnamento sia un aspetto fondamentale per permettere al bambino di imparare utilizzando tutti i canali dell'apprendimento, permettendogli di sviluppare anche quelli che utilizza di meno. Sono state studiate e sperimentate in questo senso la metodologia montessoriana (che spinge il bambino ad apprendere nella sua interezza) e la Programmazione Neuro Linguistica (metodologia diffusa negli USA e in Inghilterra che trasmette tecniche per migliorare in ambito lavorativo - tecniche adattabili al campo dell'insegnamento). Punto di partenza della sperimentazione è stata la somministrazione, alle classi di una Scuola Montessori di Milano, di un adattamento dello Swassing Barbe (un test sensoriale); sono stati creati in seguito dei materiali sensoriali utilizzati per l'insegnamento della L2 ed i risultati sono stati decisamente soddisfacenti.

Language: Italian

Published: Milano, 1998


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Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

Available from: Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL)

Publication: Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), vol. 5, no. 1

Pages: 1-16

Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

Language: English

DOI: 10.21093/ijeltal.v5i1.539

ISSN: 2527-8746

Archival Material Or Collection

Partage du jour

Available from: Library and Archives Canada

Europe, Italy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Southern Europe

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Abstract/Notes: Émission radiophonique (magazine) sur l'actualité quotidienne comprenant: une entrevue de Maria Antonietta Paolini, directrice du centre Montessori de Pérouse en Italie sur la méthode Montessori; une entrevue de mme Jean-Charles Falardeau, musicienne et professeure sur l'éducation musicale des jeunes; chronique de linguistique; une entrevue de Pierre Ranger, rédacteur-en-chef du Sélection du Reader's Digest sur les tribulations d'un traducteur. [Radio program (magazine) on daily news including: an interview with Maria Antonietta Paolini, director of the Montessori center in Perugia in Italy on the Montessori method; an interview with Ms. Jean-Charles Falardeau, musician and teacher on musical education for young people; chronicle of linguistics; an interview with Pierre Ranger, editor-in-chief of the Sélection du Reader's Digest on the tribulations of a translator.]

Language: French

Archive: Library and Archives Canada (Ottawa, Canada)


Multimodality Across Classrooms: Learning About and Through Different Modalities

Available from: Taylor and Francis Online

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Abstract/Notes: This volume takes a broad view of multimodality as it applies to a wide range of subject areas, curriculum design, and classroom processes to examine the ways in which multiple modes combine in contemporary classrooms and its subsequent impact on student learning. Grounded in a systemic functional linguistic framework and featuring contributions from scholars across educational and multimodal research, the book begins with a historical overview of multimodality’s place in Western education and then moves to a discussion of the challenges and rewards of integrating multimodal texts and ever-evolving technologies in a variety of settings, include primary, language, music, early childhood, Montessori, and online classrooms. As a state of the art of teaching and learning through different modalities in different educational contexts, this book is an indispensable resource for students and scholars in applied linguistics, multimodality, and language education.

Language: English

Published: New York: Routledge, 2019

Edition: 1st

ISBN: 978-0-203-70107-2 978-1-138-57440-3

Series: Studies in Multimodality

Doctoral Dissertation

Montessori's Mediation of Meaning: A Social Semiotic Perspective

Available from: University of Sydney Libraries

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Abstract/Notes: The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

Language: English

Published: Sydney, Australia, 2007

Doctoral Dissertation

Literacy Outcomes of Montessori-Trained Students Under Alternative Instructional Conditions

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: The purpose of the study was to investigate differences in literacy outcomes of Montessori-trained students under alternative instructional conditions in first grade. As a method of instruction, Montessori has not been adequately researched in the area of literacy to verify its efficacy in educating students. Previous studies compared Montessori students to non-Montessori students; therefore, the findings were open to the criticism that private school students enjoyed an a priori advantage over their public school counterparts. In this study, all participants had Montessori preschool experience. Roughly half the subjects chose public school and half chose to continue at Montessori for first grade. Sociofunctional linguistics, educational psychology, and Montessori's writing on education provided theoretical underpinnings for the study. A mixed research design was employed. Qualitative observations were conducted over a period of a calendar year. Quantitative measures were taken in a pretest/posttest format on five different literacy measures. Qualitative results show the core theme of the classroom was child-centeredness. This assertion was supported by five separate categories that emerged from observation. Quantitative results indicate that Montessori-trained students in alternative instructional conditions fared better on literacy measures than their counterparts who remained at Montessori for first grade. These results, along with methodological innovations for using literate register cohesion and genre analysis in literacy research, contribute to the educational research base in literacy studies.

Language: English

Published: West Lafayette, Indiana, 2005

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