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Book Section
Adopting the Montessori Methodology in Teaching Languages to Adult Students: Transnational Approach
Available from: Springer Link
Book Title: The 11th International Conference on European Transnational Educational (ICEUTE 2020, Burgos, Spain)
Pages: 187-195
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Abstract/Notes: Teaching adults unlike educating children, is a difficult area, owing to the learners’ educational and social background, compounded by their expectations and assumed goals. Bearing in mind that learning and teaching strategies may not be equally effective with all learners, it is advisable to propose such a mode of teaching that would accommodate especially those adults who face difficulties with gaining knowledge, due to factors outside the strictly educational sphere. This is where, Maria Montessori’s pedagogy steps in with a proposal addressed at those persons who have so far failed to succeed in learning a foreign language in a traditional way. Her pedagogy has inspired teachers and educators all over the world and consequently, had a profound effect on the structure and quality of teaching until today. Although it has mainly dealt with educating children and young people until the age of 18, there have been attempts to apply her methodology to adult teaching. The author of this article will look at the ways her philosophy can be adopted in teaching adults, however to get a better perception of the nature of her ideas, some attention has to be drawn to what drove Maria Montessori to devoting her professional life to education.
Language: English
Published: Berlin, Germany: Springer International Publishing, 2021
ISBN: 978-3-030-57799-5
Series: Advances in Intelligent Systems and Computing , 1266
Book
Readings Toward a Montessori Language Curriculum
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Language: English
Published: Lexington, Massachusetts: Ginn Press, 1986
Edition: 4th ed
Book Section
Prologue; Man's Spiritual Expressions: Language and Music, 1956
Book Title: The Montessori Approach to Music
Pages: 2-6
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Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2020
ISBN: 978-90-79506-48-4
Series: The Montessori Series , 23
Book Section
The Teaching of Reading and Language Arts in the Montessori School
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 144-156
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Master's Thesis
몬테소리 교육법을 활용한 영어교수법: Montessori language education 방법과 미국 교과서를 활용한 수업모형 [English Teaching Method Using the Montessori Education Method: Class Model Using the Montessori Language Education Method and American Textbooks]
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Language: Korean
Published: Seoul, South Korea, 2008
Article
Maria Montessori의 언어교육에 관한 이론적 연구 [A Theoretical Study on Language Education According to Maria Montessori]
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 2
Date: 1997
Pages: 29-46
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Language: Korean
ISSN: 1226-9417
Article
The Effect of Montessori Therapeutic Educational Program on the Learning Disabilities Child's Math & Language / Montessori치료교육이 학습장애아의 언어 및 수학교육에 미치는 영향
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 55-70
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Language: Korean
ISSN: 1226-9417
Article
The Relations Between the Language Control Type of a Mother and 4 Years Old Children Leadership / 어머니의 언어통제유형이 만 4세 유아의 리더십에 미치는 영향
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2
Date: 2009
Pages: 105-129
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: The present study is to find out influence that the language control type of a mother affects leadership of an children, and its purpose is to find out relations between the language control type of a mother and leadership of an children and to find out about how much the language control type affects leadership of an children. Hence, if the research results are summarized in the present research, it is as follows. First, as a result of investigating a relationship between the language control type of a mother and leadership according to a gender of children of 4 years old, it appeared that there is no statistically significant difference in all of the language control type of a mother. Also, the leadership according to a gender of children showed that a boy children is higher than a girl children in only pro-social leadership, and it appeared that a girl children is higher than a boy children in the proactivity, creativity, cognitive abilities and decision-making leadership and there was signigicant difference. Second, the results of analyzing the influence that the language control type of a mother affects leadership of an children according to a gender of an children are as follows. 1) It appeared that as the person-oriented language control type of parents of all boy and girl children is higher, the pro-social leadership of children is raised. 2) It appeared that as the imperatives language control type is higher, the proactive leadership of a boy children gets lower. It appeared that as the status-oriented and person-oriented language control types are higher, the proactive leadership of a children gets higher. It appeared that as the status-oriented language control type is higher, the proactive leadership of a girl children gets lower. It appeared that as the person-oriented language control type is higher, the proactive leadership of an children gets higher. 3) It appeared that as the person-oriented language control type of parents of all boy and girl children is higher, the creative leadership of an children gets higher. 4) It appeared that as the imperatives language control type is higher, the leadership of cognitive abilities of a boy children gets lower, and it appeared that as the person-oriented language control type is higher, the leadership of cognitive abilities of children gets higher. It appeared that as the person-oriented language control type is higher, the leadership of cognitive abilities of a girl children gets higher. 5) It appeared that as the person-oriented language control type is higher, the decision-making leadership of boy infants gets higher, and it appeared that as the imperative and status-oriented language control type is higher, the decision-making leadership of girl children gets lower. And it appeared that as the person-oriented language control type is higher, the decision-making leadership of children gets higher. Third, as a result of analyzing the influence that the language control type of a mother affects leadership of an children of 4 years old, it appeared that as the language control type of a mother gets more person-oriented, the leadership of an children is enhanced. As a result, it can be understood that the language control type of a mother has much influence on children, and first of all, when a mother use the person-oriented language rather than using the imperative and status-oriented language control, it has much influence on the leadership's lower domain of children. / 본 연구에서는 어머니의 언어통제유형이 만 4세 남, 여 유아의 리더십에 미치는 영향에 관하여 알아보았다. 연구의 대상은 유아교육기관에 재원중인 만 4세 유아 400명과 그의 어머니 400명이다. 본 연구의 결과는 다음과 같다. 첫째, 만 4세 유아 성별에 따른 어머니의 언어통제유형과 리더십은 성별에 따라 차이가 있는 것으로 나타났다. 둘째, 유아 성별에 따른 어머니의 언어통제유형이 유아리더십에 미치는 영향은 남아·여아 모두 전반적으로 어머니의 인성지향적 언어통제유형이 높을수록 리더십이 높아지는 것으로 나타났다. 셋째, 어머니의 언어통제유형이 만 4세 유아의 리더십에 미치는 영향은 어머니가 인성지향적일수록 종속변인인 리더십 5가지 하위요인에 모두 영향을 미치는 것으로 나타났다.
Language: Korean
ISSN: 1226-9417
Doctoral Dissertation (Ph.D.)
Listening to Young Learners: Applying the Montessori Method to English as an Additional Language (EAL) Education
Available from: Lancaster University
Language acquisition, Montessori method of education
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Abstract/Notes: With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to hisher needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education.
Language: English
Published: Lancaster, England, 2017
Book Section
Sprachanbahnung bei geistig behinderten Kindern [Language initiation for mentally handicapped children]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 267-274
Children with disabilities, Conferences, Developmentally disabled children, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9