Language: English

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Abstract/Notes: This study investigated the use of directives by three bilingual Korean American children and their families in central New Jersey in the contexts of home and school. Directives are a crucial part of language socialization in the home (Bhimji, 2002; Blum-Kulka, 1997; Kent, 2012) and they are a critical part of the teacher’s repertoire in the classroom since directives aid teachers in the daily task of instructing the learning processes of students (Waring & Hruska, 2012). While directives play an important role in the language socialization practices of children in the home and school, there is little research on how directives are used by bilingual children in both settings of home and school. The study addressed this gap in research by examining the directive repertoires of three bilingual Korean American children and their families in their homes and by analyzing how the children’s directive repertoires intersected with the use of directives in their preschool classroom. The study consisted of an eight-month ethnography of three Korean American children and their families. The participants included three Korean American children, their parents, siblings, and teachers in their preschool class. The children were recruited from a preschool class in which the researcher had previously volunteered. The data was collected through field observations in the three homes and preschool class, interviews of children, parents, and teachers, and a collection of material artifacts in order to capture the use of directives of participants. All observations were audio-and video-recorded. The study contributed to an increased understanding of the bilingualism and biculturalism of Korean American children with a focus on their use of directives. It also shed light on the educational experiences and challenges of bilingual Korean American children in a monolingual preschool class. The study has implications for families and teachers of young bilingual children and learners of English in preschool.

Language: English

Published: New Brunswick, New Jersey, 2016

Abstract/Notes: At times, when I sit among thousands of Montessorians at a Nancy McCormick Rambusch Lecture during The Montessori Event, I visualize Douglas Gravel, at the time a student in the first American Montessori Society training course, bounding up the stairs inhaling a combination of chocolate chip cookies and the alcohol smell of the mimeograph machine, all while singing the Mighty Mouse theme song: "Here I come to save the day! In the early years of World War II, Cleo served as an assistant to the Minnesota War Finance Committee's publicity director and later came east when the U.S. Department of State sought skilled workers for overseas. After the war, Cleo obtained a position with the Committee for Economic Development, working her way up to office manager, with a staff of 50, where she remained for 13 years. Again, Doug and Maria's contacts proved useful; this time, Senator Christopher Dodd and his sister Carolyn Dodd (children of the late Senator Thomas Dodd) eased the path to the transfer, in 2006, of the AMS Archives to their current home at the Archives and Special Collections at the Thomas J. Dodd Research Center ofthe University of Connecticut Libraries.

Language: English

ISSN: 1054-0040

Language: English

Published: New York, New York: American Montessori Society, 1972

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0003-1003, 2326-9618

Language: English

ISSN: 0010-700X