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Article
Language and the Montessori Philosophy: Whole Language? Phonics?
Publication: Tomorrow's Child, vol. 6, no. 3
Date: 1998
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
Foreign Language Immersion: Something New in Chicago [InterCultura Foreign Language Immersion School, Oak Park, Illinois]
Publication: El Boletin [Comité Hispano Montessori], no. 22
Date: Oct 30, 1987
Pages: 1
Americas, Comité Hispano Montessori - Periodicals, Language acquisition, North America, United States of America
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Language: English
Archival Material Or Collection
Box 15, Folder 32 - Notes, ca. 1929-1948 - "The Incarnation of Language or The Sensitive Period for Language"
Available from: Seattle University
Date: ca.1929-1948
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
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
Date: Summer 1999
Pages: 16
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Language: English
ISSN: 1071-6246
Honors Thesis
The Seneca Language and Bilingual Road Signs: A Study in the Sociology of an Indigenous Language
Available from: Ohio State University - Knowledge Bank
Americas, Bilingualism, Indigenous communities, Indigenous peoples, North America, United States of America
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Abstract/Notes: One of the fundamental types of human rights concerns collective-developmental rights which allow minorities to use heritage languages and practices without external interference (Vašák 1977). The protected status of minority language rights is a critical part of language revitalization in which speakers of heritage languages, faced with the encroachment of more socially, politically, and economically dominant languages, embark on vigorous programs to ensure the survival and continued usage of their language. The Five Nations Iroquoian language, Seneca, has just a few remaining speech communities and a variety of ongoing language revitalization initiatives (Mithun 2012). To revitalize their traditional language, community classes through the Seneca Language Department and the Faithkeepers Montessori School Seneca Language Nest for young speakers have concentrated their efforts on preserving Onöndowa'ga:' Gawë:nö' the indigenous name for the Seneca language (Bowen 2020, Murray 2015). In the public sphere, a push by the Seneca Nation of Indians Department of Transportation fulfilling the intent of the federal Native American Tourism and Improving Visitor Experience (NATIVE) Act enacted in 2016, specifically included bilingual signs for state roads running through indigenous land in addition to other significant components (Figura 2016). In an area whose geographic names are strongly connected to Iroquoian languages including Seneca, these bilingual signs represent more public and visible Seneca language presence and stand as symbols of language revitalization. The place names and information that appear on the signs have considerable significance for community identity as well as linguistic and economic impacts, among others. Through oral histories collected from Seneca Nation members and language advocates in addition to a representative from the New York State Department of Transportation, this study pursues an analysis of the Seneca public usage of their heritage language and the various language revitalization efforts occurring among indigenous and minority communities internationally. As the COVID-19 pandemic threatens already vulnerable populations, heritage languages that have been historically oppressed face a global language crisis that disproportionately harms and disadvantages speakers of heritage and minority languages (Roche 2020). While the language of road signs may seem mundane, this study reveals how the Seneca bilingual signs play a significant role in awareness of indigenous territory and consequently stimulation of the local economy as well as supporting language learning, revitalization, and de-stigmatization. Primarily through the efforts of the Seneca community, the bilingual signs represent the expression of language rights in the public sphere and one part of the ongoing language revitalization.
Language: English
Published: Columbus, Ohio, 2021
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
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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: How to Foster Joyful Language in the Home
Publication: Tomorrow's Child, vol. 14, no. 5
Date: 2006
Pages: 7–12
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Language: English
ISSN: 1071-6246
Article
Language Flowering, Language Empowering: 20 Ways Parents and Teachers Can Assist Young Children
Publication: Montessori Life, vol. 13, no. 4
Date: 2001
Pages: 31–35
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Language: English
ISSN: 1054-0040
Article
Reading Successfully with Phonetics
Publication: Montessori NewZ, vol. 36
Date: Dec 2004
Pages: 7–8
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Language: English
Doctoral Dissertation
An Exploration of the Relationship Between Preschool Experience and the Acquisition of Phonological Awareness in Kindergarten
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: In order to address perceived problems of readiness for kindergarten it is important to know more about the effect of preschool attendance on improving the literacy skills of phonological awareness. The purpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending preschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a second language on academic progress in phonological awareness. The data set included 134 children who attended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts: those who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head Start preschool program, and children who had not attended preschool of any kind, including summer preschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS) for the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a second language classification. Analysis of variance was used for the exploratory study. Exploratory analysis suggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests (spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all subtests for socioeconomic status. For children classified as English as a second language, analysis suggested order of means for both fall and spring for all subtests was native English and then English as a Second Language. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The no preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds, and summed score. A significant main effect attributable for preschool program was noted on all subtests for both fall and spring.
Language: English
Published: Fairfax, Virginia, 2003