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43 results

Article

Immersion and Identity: Experiences of an African American Preschool Child

Available from: International Journal of Multicultural Education

Publication: International Journal of Multicultural Education, vol. 12, no. 2

African American community, African Americans, Americas, Bilingualism, North America, United States of America

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Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family.  Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement.  In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.

Language: English

DOI: 10.18251/ijme.v12i2.306

ISSN: 1934-5267

Doctoral Dissertation

Formative Evaluation of a Bilingual Montessori Preschool Program

Available from: ProQuest Dissertations and Theses

Assessment, Bilingual education, Bilingualism, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation

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Abstract/Notes: This study describes and evalutes the first year of a bilingual Montessori early childhood program implemented at two sites in central Texas. In-depth descriptions are provided of two program components--oral language development and classroom management. Hypotheses related to changes in students' language proficiency and classroom behavior were tested, using the James Language Dominance Test to measure comprehension and production of Spanish and English, and the Coping Analysis Schedule for Educational Settings to assess changes in students' behavior. The description of the oral language development component of the program includes instructional activities for vocabulary enrichment, isolating the sounds of language, and clarifying the functions of words. Adaptations of the Montessori method for implementation in a bilingual setting are presented, along with the discussion of two unexpected findings--the inhibition of the use of Spanish by many Mexican American children, and the association of one language or the other with a particular set of materials. The description of the classroom management component of the program includes the preparation of the environment, observation and record-keeping practices, the basic techniques for presenting materials, and "grace and courtesy lessons." Maria Montessori's views on the nature of education, the role of the teacher, and the concept of discipline and behavior change are discussed and compared to more modern theorists. The results of the formative evaluation reveal that children made significant improvements in English and Spanish comprehension and production. Behavior changes observed included positive shifts in percentage of time spent in self-directed activity, in paying attention to the task at hand, and in positive social interaction. The results of the study are basically descriptive, since only the children in this program were tested and observed. The results indicate that the program goals for the first year were met, and point to a number of possible changes for program improvement, including the use of more Spanish, the recruitment of more Spanish-dominant students, the development of separate sets of materials for Spanish and English instruction, and the sharing by teachers of their particular classroom management strategies.

Language: English

Published: Austin, Texas, 1980

Article

L'uomo dai due linguaggi

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 12, no. 5

Pages: 3-5

Bilingualism, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education

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Abstract/Notes: This is a reprint of "Introduzione ad un metodo per insegnare a leggere e a scrivere agli adulti" (1951).

Language: Italian

ISSN: 0042-7241

Book Section

Oltre la seconda lingua, nei primi anni

Book Title: Montessori: Perché No? Una Pedagogia per la Crescita

Pages: 341-344

Bilingualism

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Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Article

A Second Language

Publication: Montessori Today (London), vol. 2, no. 1

Pages: 20

Bilingualism, ⛔ No DOI found

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Language: English

ISSN: 0952-8652

Article

Widening Horizons: Why Foreign Languages are Good for Children with Communication Difficulties

Publication: Montessori International, vol. 79

Pages: 40–41

Bilingualism, Children with disabilities, Inclusive education, People with disabilities, ⛔ No DOI found

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Language: English

ISSN: 1470-8647

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

Book Section

Il bilinguismo come salvaguardia delle proprie radici

Book Title: Montessori: Perché No? Una Pedagogia per la Crescita

Pages: 338-340

Bilingualism

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Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Article

Un Segundo Idioma en el Aula: Nos Estamos Perdiendo una Oportunidad? [A Second Language in the Classroom: Are We Missing the Boat?]

Available from: ProQuest

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

Pages: 38-40

Bilingualism, ⛔ No DOI found

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Abstract/Notes: In recent years there has been greater emphasis placed on second language acquisition in schools. To be prepared for life in the 21st century, to function within an increasingly interdependent world society, to be free from the petty biases that hinder understanding and from the larger hatreds that lead to confrontation, children will need to acquire the basic tools of communication--including a working knowledge of other people's languages. Although early learning of another language is often viewed as exceptional and sometimes as undesirable, studies conducted around age-related issues find that children before the age of 7 tend to acquire second languages with great ease and fluency. Their older brothers and sisters, in traditional high school or college foreign language courses, seldom reach such communicative competence--even after 4 or 5 years of instruction. Research data, personal observation, and anecdotal information about children suggest encouragement of early second language introduction. This article discusses the benefits of introducing second language programs to young children.

Language: English

ISSN: 1054-0040

Article

Spanish as a Second Language

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

Pages: 34

Bilingualism, Language acquisition, ⛔ No DOI found

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Language: English

ISSN: 1054-0040

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