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7 results

Article

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

Article

Multilingualism in a Montessori Preschool: A Study of Language Variability in a Linguistically Diverse Preschool Programme

Available from: IndianJournals

Publication: Journal of Exclusion Studies, vol. 9, no. 2

Pages: 111-131

Asia, Bilingualism, India, Multilingualism, South Asia

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Abstract/Notes: This article is based on a study of an ‘English-medium’ preschool programme for underprivileged children. The diverse linguistic backgrounds of the teachers and students prompted an enquiry into how multiple languages would be negotiated in the setting and how comprehension, learning and communication would occur given that none of the children came from English-speaking homes. The article identifies and interprets key features of verbal language that were observed in the setting and articulates implications for educational practice.

Language: English

DOI: 10.5958/2231-4555.2019.00009.3

ISSN: 2231-4547, 2231-4555

Article

Question and Answer: Multilingualism

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2002, no. 2-3

Pages: 67–68

⛔ No DOI found

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Language: English

ISSN: 0519-0959

Article

Multilingualism and the Family

Publication: AMI/USA News, vol. 8, no. 2

Pages: 4–5

⛔ No DOI found

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Language: English

Book

Il bambino costruttore di competenza plurilingue nella scuola Montessori

Bilingualism, Montessori method of education, Montessori schools, Multilingualism

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Abstract/Notes: La lunga esperienza come insegnante, ricercatrice e formatrice permette all'autrice di colmare una lacuna storica della proposta montessoriana, presentando un modello per l'insegnamento delle lingue nelle scuole a Metodo. Se la competenza plurilingue viene oggi vista come un obiettivo fondamentale per una scuola che intenda offrire risposte alle sfide di un mondo sempre più interdipendente, e se d'altra parte la didattica Montessori costituisce ormai da più di un secolo un riferimento imprescindibile per il pensiero educativo in generale, appare chiaro quanto prezioso risulti questo tassello, sinora mancante, per chi si occupi di educazione linguistica e non solo. Dal continuo confronto tra aspetti didattici e filosofici emerge un tema particolarmente attuale e significativo, connesso alla natura del linguaggio: la capacità di cooperare con gli altri, compito della lingua e dei linguaggi, non rappresenta infatti solo un obiettivo astratto dell'educazione linguistica ma il motore stesso del farsi della competenza plurilingue, nel contesto spazio-temporale previsto dal Metodo. È nell'idea di una educazione cosmica che l'autrice individua la chiave per situare il modello al cuore del mondo montessoriano illustrando quindi come questo venga a coniugarsi perfettamente con l'ambiente, i materiali, le tecniche, e le fasi dello sviluppo linguistico: dalla mente assorbente, al periodo sensitivo del linguaggio, al bambino nel secondo piano di sviluppo. Si giunge così a riconsiderare la competenza plurilingue come fattore decisivo per lo sviluppo globale della persona nel suo processo di adattamento creativo all'ambiente. La descrizione analitica del processo di ricerca offre una panoramica sui vari aspetti presi in considerazione, permettendo a chi intenda approfondire il pensiero montessoriano di sondarne aspetti spesso trascurati dal dibattito degli ultimi decenni.

Language: Italian

Published: Milano: Franco Angeli, 2020

Edition: 1st ed.

ISBN: 978-88-351-0788-0 978-88-351-1250-1 978-88-351-1352-2

Series: Educazione per tutta la vita , 6

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

DOI: 10.17161/jomr.v7i1.13401

ISSN: 2378-3923

Article

Multi-Lingual and Montessori [Chameleon's, Oxfordshire]

Publication: Montessori International, vol. 9, no. 3

Pages: 20–21

Bilingualism, England, Europe, Great Britain, Multilingualism, Northern Europe, United Kingdom, ⛔ No DOI found

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Abstract/Notes: Includes sidebar on principal, Caroline Longmore

Language: English

ISSN: 1470-8647

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