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Article
Language Acquisition
Publication: NAMTA Journal, vol. 26, no. 2
Date: 2001
Pages: 1-7
Early childhood education, Infants, Language acquisition, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent and child, Second language acquisition, Silvana Quattrocchi Montanaro - Writings
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Abstract/Notes: Discusses pre-linguistic and linguistic stages of language acquisition that are part of a continuum of receptivity and communication every child experiences in the first 3 years of life. Suggests parents assist language development by being sympathetic to each developmental turning point, providing the right emotional climate for expression, and providing the infant's brain with rich linguistic experiences. (TJQ)
Language: English
ISSN: 1522-9734
Article
Whole Language in the Montessori Classroom: Continuing the Story
Publication: NAMTA Journal, vol. 18, no. 2
Date: Spring 1993
Pages: 63-82
Child development, Early childhood education, Language acquisition, Language experience approach in education, Literacy, Margaret Ann Loeffler - Writings, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Teacher-student relationships, Teachers
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Abstract/Notes: Reprints a talk presented to teacher trainers in 1990 that surveys thinking on language acquisition, specifically on the transition from orality to literacy, focusing on Montessori connections and applications.
Language: English
ISSN: 1522-9734
Master's Thesis (M.A.)
Montessori in the South Bronx: Considering Advantages for English Language Learners and Examining Tensions in New York City's First and Only Montessori Public School
Available from: American Montessori Society
Americas, Language acquisition, Language development, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Published: New York City, New York, 2016
Article
The NAMTA Montessori Bibliography: A Bibliography of Sources in the English Language, 1909-1993. Second Edition
Publication: NAMTA Journal, vol. 19, no. 3
Date: Summer 1994
Bibliographies, Mary Maher Boehnlein - Writings, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Catalogs Montessori citations in the literature. References are divided by 89 topic areas, including classroom management; evaluation, testing, assessment; bilingual education; gifted and talented education; Head Start; history-social studies; language arts; mathematics; Montessori method; parent education; practical life; reviews of research; standards; and television. Each topic section contains a brief description of the type of material cited.
Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ed.D.)
A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students' Phonemic Awareness and Reading Readiness Skills
Available from: OhioLINK ETD Center
Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading
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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Language: English
Published: Findlay, Ohio, 2019
Doctoral Dissertation
Listening to Young Learners: Applying the Montessori Method to English as an Additional Language (EAL) Education
Available from: British Library - EthOS
Language education, Montessori method of education, Second language 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. https://doi.org/10.17635/lancaster/thesis/40
Language: English
Published: Lancashire, England, 2017
Book Section
La musica come linguaggio [Music as a language]
Book Title: Convegno nazionale sull'educazione dell'infanzia: atti [National conference on childhood education: proceedings]
Pages: 97-102
Conferences, Music - Instruction and study
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Language: Italian
Published: Roma, Italy: Ente Opera Montessori, 1953
Article
Language and the Child under Three: Transitions to Primary Class
Publication: NAMTA Bulletin
Date: Mar 2004
Pages: 6-15
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Language Unfolding in the Child
Publication: NAMTA Journal, vol. 17, no. 1
Date: Fall/Winter 1991
Pages: 31–56
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Building Spoken Language in the First Plane
Available from: ERIC
Publication: NAMTA Journal, vol. 41, no. 1
Date: 2016
Pages: 37-49
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Through a strong Montessori orientation to the parameters of spoken language, Joen Bettmann makes the case for "materializing" spoken knowledge using the stimulation of real objects and real situations that promote mature discussion around the sensorial aspect of the prepared environment. She lists specific materials in the classroom that can be used to raise vocabulary through eliciting interest in the naming of things and that can be integrated into the three-period lesson, classified cards, guessing games, songs, and social language.
Language: English
ISSN: 1522-9734