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Article
Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills
Available from: Universität Bern (Switzerland)
Publication: Linguistik Online, vol. 54, no. 4
Date: 2012
Pages: 69-83
Bilingualism, Language acquisition
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Abstract/Notes: Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.
Language: German
DOI: 10.13092/lo.54.284
ISSN: 1615-3014
Article
Transforming Learning–Introducing SEAL Approaches [Society for Effective Affective Learning] by Susan Norman
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 40
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Abstract/Notes: Rev. of book by this title
Language: English
ISSN: 1470-8647
Article
Metode Montessori: Implikasi Student-Centred Learning terhadap Pekembangan Anak di PAUD [The Montessori Method: Implications of Student-Centred Learning on Child Development in PAUD]
Available from: Jurnal Obsesi
Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 7, no. 3
Date: 2023
Pages: 2961-2976
Asia, Australasia, Indonesia, Southeast Asia
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Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.
Language: Indonesian
DOI: 10.31004/obsesi.v7i3.3323
ISSN: 2549-8959
Article
Actively Creating Diversity in Montessori Schools in America
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 4
Date: 2013
Pages: 18-19
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Language: English
Article
1989 Membership Rates Favor Active Participation
Publication: Montessori Observer, vol. 9, no. 6
Date: Nov 1988
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Abbotsholme-tól az „Ecole active”-ig
Available from: Arcanum Digitális Tudománytár
Publication: Új Pedagógiai Szemle, vol. 42, no. 7-8
Date: Jul 1992
Pages: 145-159
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Language: Hungarian
ISSN: 1215-1807, 1788-2400
Article
The Correlation Between Active Participation and Metacognitive Ability of Primary School Students Through Montessori Learning Method
Available from: Jurnal Inovasi Pendidikan Dasar
Publication: Jurnal Inovasi Pendidikan Dasar / Journal of Innovation in Elementary Education, vol. 4, no. 2
Date: 2019
Pages: 63-70
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: Metacognitive was the student's skill in the process of acting (activity) and thinking (mental process). This skill could improve their learning process and memory. Student who had metacognitive skill will be able to control and to arrange his learning activity by himself. Active participation was the interaction both physically and psychologically to think, to interact, to try and to find new things in the learning process. The purpose of this research was to find the relationship between active participation and the metacognitive ability of students, especially in elementary school. This research was a correlation study. Population of this research was 5th grade students in SD Negeri 3 Klangenan academic year 2017/2018. Sample was taken using purposive sampling technique. The data was collected by observation and written test. The instruments for active participation was observation sheets and the instrument for metacognitive ability was a multiple choice test that consist of 20 questions. The data was analyzed using correlation technique using IBM SPSS Statistics 16.0 for windows. Based on the data nalaysis, it was obtained was 0.682. At a significant level 5% then was 0.413. Based on value then it showed that there was a positive and significant corelation between active participation and metacognitive ability of students 5th grade SD Negeri 3 Klangenan.
Language: English
ISSN: 2477-3581, 2477-3859
Article
Analysis of Training Offers on Active Methodologies for University Teachers in Spain
Available from: European Journal of Educational Research
Publication: European Journal of Educational Research, vol. 9, no. 3
Date: 2020
Pages: 1223-1234
Europe, Southern Europe, Spain
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Abstract/Notes: The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model...
Language: English
ISSN: 2165-8714
Article
The Active Classroom
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 12, no. 4
Date: Fall 1985
Pages: 10–12
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Language: English
ISSN: 0010-700X
Article
Dr. Maria Montessori and the Active School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 4
Date: 1959
Pages: 41-45
Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957)
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Abstract/Notes: From paper read at 11th International Montessori Congress, Rome. Translated from the original French version.
Language: English
ISSN: 0571-1142