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Book Section
Beyond Day Care: Full-Day Montessori for Migrant and Other Language-Minority Children
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 215-228
Americas, Displaced communities, Montessori method of education, North America, Refugees, United States of America
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Article
The Acquisition of Spoken Language: The Nebula Hypothesis
Publication: NAMTA Journal, vol. 14, no. 1
Date: Fall/Winter 1988
Pages: 71–78
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Report
English Language Learners and Special Education Students in Montessori Schools: The Case for Push-In Services
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: Both education research and federal mandates point toward the desirability of well-implemented inclusion programs for English language learners (ELLs) and special education students. Within an inclusion model, bringing interventionists to the general education classroom, rather than separating students for support services, is increasingly viewed as an optimal model for supporting students with special educational needs. The logic of the Montessori method uniquely situates its classrooms both to support and benefit from a push-in model of special education and ELL instruction.
Language: English
Published: Washington, D.C., 2016
Master's Thesis (Action Research Report)
Peer Tutoring and Cooperative Groups in the Dual Language Classroom
Available from: St. Catherine University
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Abstract/Notes: How do we help children practice and retain the second language in a Dual Language program? We must find effective and fun ways, like Peer Tutoring and Cooperative Groups. This research was conducted with a group of 21 six and seven year olds in a Dual Language Immersion classroom in a Title 1 school. There was a mixture of boys and girls, Latinos, African-Americans and Caucasians. Data collection was done through surveys, observations, artifacts and narratives. The data showed that while these strategies did increase vocabulary, they did not inspire the children to speak more Spanish. They still reverted back to speaking in English. Based on my findings, students require more vocabulary and would benefit from more opportunities to practice it.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Language Chart
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1960, no. 2
Date: 1960
Pages: 14–15
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Language: English
ISSN: 0519-0959
Article
Helping the Child in the Conquest of the Written Language
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 5
Date: 1960
Pages: 7-12
Albert Max Joosten - Writings, Language acquisition
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Language: English
ISSN: 0571-1142
Article
Becoming and Being the Foreign Language Specialist in Your Classroom [preview of presentation at 2001 summer conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 3
Date: 2001
Pages: 7
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Language: English
Article
Language Material for Sentence Analysis
Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 3
Date: 1996
Pages: 7, insert
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Language: English
Master's Thesis (Action Research Report)
Increasing Student Motivation in a Foreign Language Classroom Through Mindfulness
Available from: St. Catherine University
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Abstract/Notes: The purpose of this study was to explore how mindfulness practices help increase motivation in high school students in a foreign language classroom. This study was conducted at a small school in an urban area in Texas. Nineteen students between the ninth and tenth grades were the participants in this research. The data collection included a pre and post motivational questionnaire that helped identify how motivated the students felt in the classroom. Data was collected on each participant through weekly self-assessments. The results of this action research showed that the implementation of mindfulness practices helped to increase the motivation of the students in the high school Spanish class. The action research project was conducted at the beginning of the second semester of the school year with a duration of four weeks.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
You Don’t Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children
Available from: St. Catherine University
Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education
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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.
Language: English
Published: St. Paul, Minnesota, 2019