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368 results

Master's Thesis (Action Research Report)

The Impact of Parent Involvement on Preschool English Language Learners' Ability to Learn the English Language

Available from: St. Catherine University

Action research

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Abstract/Notes: Montessori preschool children who are English Language Learners (ELL) age three to five, consisting of one female and six males. It was conducted in two different preschool classrooms, focusing on literacy skills as well as oral communication skills. The direct aim of the study was to help children successfully learn English as their second language while keeping their native language. Researchers also investigated whether parental involvement increased the ability of ELLs to learn the English language. Data collection procedures utilized were: (1) parent interviews, (2) observation and anecdotal records, (3) pretest, and (4) post-test. A take-home literacy kit was used to measure the effectiveness of parental involvement. Researchers also provided a take-home literacy kit for parents to work on with their child at home. Parents were given a total of four literacy kits, one new kit each week. Result of this research indicated an improvement in parent and child interaction. The take-home literacy kit fostered communication between parent and child because words were translated in their home language. Over the course of four weeks, children showed great interest in literacy and progress in their communication skills.

Language: English

Published: St. Paul, Minnesota, 2014

Article

Language Flowering, Language Empowering: 20 Ways Parents and Teachers Can Assist Young Children

Publication: Montessori Life, vol. 13, no. 4

Pages: 31–35

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Language: English

ISSN: 1054-0040

Article

Language and the Montessori Philosophy: Whole Language? Phonics?

Publication: Tomorrow's Child, vol. 6, no. 3

Pages: 14–15

Language acquisition, Language acquisition - Phonetics, Language experience approach in education, Montessori method of education, Montessori schools

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Language: English

ISSN: 1071-6246

Article

Games: Language Games and Language Instructions

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1965-1973), vol. 3, no. 3

Pages: 1-10

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Language: English

ISSN: 0010-700X

Article

[Mary Rogers] Kravchuk Shows How Language Works [Language Works company]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 4

Pages: 16

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

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

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

✓ Peer Reviewed

Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education

Available from: SAGE Journals

Publication: Urban Education, vol. 58, no. 10

Pages: 2462-2490

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Abstract/Notes: Urban schools are becoming increasingly linguistically diverse. However, principals are not adequately prepared to address linguistic variation, and in particular, issues related to African American Language (AAL). This study explores the language ideological voices of urban school administrators. Focus group sessions were conducted with 15 administrators of predominantly African American schools about the function of AAL in their students’ lives. Participants demonstrated variation in views toward AAL and struggled to name the language. These discussions were mediated by multiple, even competing, language ideologies, as they attempted to converse about the use of AAL in schools.

Language: English

DOI: 10.1177/0042085920959136

ISSN: 0042-0859

Article

Montessori Language Materials and Impact on Preschoolers' Language Development in Early Childhood Care and Development Centres (ECCDC) in Lagos State Nigeria

Available from: University of Lagos Library (Nigeria)

Publication: African Journal of Education and Behavioural Sciences, vol. 1, no. 1

Pages: 78-91

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Abstract/Notes: Languagge is one of the facilities that Preschoolers acquire in their early years and this is made possible by the interaction that they have with their environments - be it home, school where they grow and interact. To acquire language and develop vocabularies for communication, Montessori Language materials become invaluable tools for building and enhancing language versatility among preschoolers. Montessori materials like Large and Small Movable Alphabet boxes help in word building, while word lists help in vocabulary acquisition on a large scale. The study adopted descriptive survey and Quazi-experimental design. Four ECCDC were selected for the study; out of which two were used as experimental classes while the other two were used as control group. A total of 286 pupils from Lagos Education District 4 and 6 constituted the sample for the study. The treatment group was exposed to teaching and learning using the Montessori Language Materials (Large and Small Movable Alphabet boxes, word lists, phrases and sentence cards, etc.). The control group was also exposed to teaching and learning using the conventional instructional strategy. Instruments used for data collection were Public School Teachers' Questionnaire (PSTQ) and Pupils' Language Achievement Worksheets (PLAW). Data collected were analyzed using descriptive and inferential statistics such as simple percentages, mean and standard deviation, whilst independent t-test and ANCOVA were used to test the hypotheses formulated. The study revealed that majority of the teachers in the study had no adequate preparation for the level of education where they teach; that the pupils that had practical sessions using Montessori Language Materials performed better in spelling, word building and reading activities and had larger number of vocabulary acquisition than their peers in the control group. The study also revealed that most of the teachers had no Montessori training and as such, they were unable to implement Montessori methods in their classrooms. Therefore, the recommendations include: that teachers should make the learning of language more practical by the use of diverse instructional materials that are age appropriate and allow pupils the opportunity to find out things for themselves. In addition, professional preparation of the early years' teachers should be extensive as to embrace and inculcate best practices in the course of their training so that they can be skillful and resourceful in dispensing their duties in the classrooms.

Language: English

ISSN: 2536-7382

Master's Thesis (Action Research Report)

Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project studied the effects of introducing Spanish vocabulary words to a mixed-ages Montessori primary classroom on Spanish vocabulary acquisition and implementation. Spanish vocabulary words were presented in group lessons in half-hour intervals twice a week for four weeks using flashcards. There were three sets of cards –color, fruit, and grace and courtesy. Lessons were given in the Montessori three-period lesson format. Data collection tools provided data that supported successful results with a steady increase in Spanish vocabulary acquisition and implementation. At the conclusion of the study, future research could explore the use of real objects, using extensions to children who show greater interest in acquiring more words, and using songs to teach words. This study was able to provide strong evidence for the positive impact on Spanish vocabulary acquisition and implementation.

Language: English

Published: St. Paul, Minnesota, 2021

Article

U.S. Maps--Acquisition of Territory

Publication: Montessori Elementary Newsletter, vol. 4, no. 2

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Language: English

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