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Article
The Science of Reading for Bilingual Children
Available from: Montessori Public
Publication: Montessori Public, vol. 7, no. 2
Date: Spring 2023
Pages: 1, 12-13
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Language: English
Conference Paper
The Experience of Observation in a Bilingual Montessori School
Available from: Repositório Institucional - Universidade Federal do Ceará
Semana de Humanidades (15th, 2022)
Bilingual education, Bilingualism, Montessori method of education, Montessori schools, Observation (Educational method)
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Abstract/Notes: This oral communication is based on my observation report for the discipline Estágio I: Fundamentos Teóricos para o Ensino da Língua Inglesa, where I observed 4 hours of English Classes at Casulo Montessori Instituto Bilíngue, to students whose ages ranged from 18 months to 3 years old. Due to the kids' ages, the classes were 30 minutes long and they were based on a “presentation and practice” methodology, always aiming for the kids to practice the language in a natural context and aligned with what they were seeing on their first language curriculum. The experience in this school was personally cherished not only because of its bilingualism, but also because the Montessori method is one I truly believe in as a teacher, and to see it first-hand was an indescribably treasured. By observing these kids experience a second language in this unique way rarely seen in our country, I had the chance of gaining important understanding of the cognitive processes the mind goes through when learning another language, which I believe is something I will always carry with me as a teacher.
Language: English
Published: Fortaleza, Brazil: Centro de Hamnidades da Universidade Federal do Ceará, 2022
Pages: 129
ISBN: 9786500610833
Article
Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills
Available from: Universität Bern (Switzerland)
Publication: Linguistik Online, vol. 54, no. 4
Date: 2012
Pages: 69-83
Bilingualism, Language acquisition
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Abstract/Notes: Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.
Language: German
DOI: 10.13092/lo.54.284
ISSN: 1615-3014
Article
High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas
Available from: SAGE Journals
Publication: Educational Policy, vol. 25, no. 4
Date: Aug 3, 2010
Pages: 614-647
Article
Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom (Bilingual edition: English/Portuguese)
Available from: Cadernos de História da Educação
Publication: Cadernos de História da Educação, vol. 15, no. 1
Date: 2016
Pages: 166-189
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, United States of America, North America, Panama-Pacific International Exposition (1915, San Francisco, California), United States of America
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Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines “attention” as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention.
Language: English, Portuguese
DOI: 10.14393/che-v15n1-2016-6
ISSN: 1982-7806
Article
Bilingual and Spanish Language Resources
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 25
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Abstract/Notes: El Boletin, September 2002
Language: English
ISSN: 1071-6246
Article
A Listserv for Teachers in Bilingual Classrooms
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 4
Date: Summer 2000
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Demand Grows for Bilingual Programs: In U.S. and Internationally, Montessorians are Moving Forward
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 2
Date: Winter 2000
Pages: 14-15
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Language: English
ISSN: 1071-6246
Book
Bilingual/Bicultural Preschool Education Program: Montessori Design, 1972-73
Available from: ERIC
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Abstract/Notes: This report on the Montessori-designed bilingual/bicultural preschool education program of the Compton (California) School District begins with a statement of need. It includes information on project arrangements, organization, and proposed preschool curriculum. It presents plans for inservice staff development and parent participation, involvement, and education. The report also presents evaluation and audit plans, day care activities, a calendar of holidays, and the requested budget. The appendixes, almost half the report, include information on job descriptions, salary schedules, personnel policies, and curriculum areas.
Language: English
Published: Compton, California: Compton Unified School District, 1972
Article
Bilingual Children in British Schools [Presentation by Euan Reid]
Publication: Montessori Quarterly, vol. 22
Date: 1985
Pages: 4–7
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Language: English