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41 results

Article

Fostering a Foreign Language That Speaks to Children

Publication: Tomorrow's Child, vol. 10, no. 5

Pages: 28–31

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Abstract/Notes: Includes sidebar profile of Lake Mary Montessori Academy, Lake Mary, FL

Language: English

ISSN: 1071-6246

Article

Three Period Learning for a Foreign Language

Publication: Montessori Courier, vol. 3, no. 2

Pages: 16–17

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Language: English

ISSN: 0959-4108

Article

Widening Horizons: Why Foreign Languages are Good for Children with Communication Difficulties

Publication: Montessori International, vol. 79

Pages: 40–41

Bilingualism, Children with disabilities, Inclusive education, People with disabilities

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Language: English

ISSN: 1470-8647

Article

Amid Budget Shortfall, a Visionary Loses His School [InterCultura Montessori Foreign Language School, Oak Park, Illinois]

Publication: Public School Montessorian, vol. 17, no. 2

Pages: 1

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Humanistic Methods in Foreign Language Teaching / Metode Umaniste in Predarea Limbilor Straine

Available from: Euromentor

Publication: Euromentor, vol. 3, no. 3

Pages: 71-79

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Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: English

ISSN: 2067-7839, 2247-9376, 2068-780X

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

Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment

Available from: Universitas Lancang Kuning (Indonesia)

Publication: REiLA: Journal of Research and Innovation in Language, vol. 2, no. 2

Pages: 76-84

Asia, Australasia, Classroom environments, Southeast Asia, Southeast Asia

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Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.

Language: English

DOI: 10.31849/reila.v2i2.3165

ISSN: 2685-3906

Article

✓ Peer Reviewed

Montessori Method for Strengthening Communication Skills in English as a Foreign Language in Young Children / Método Montessori para el Fortalecimiento de las Habilidades de Comunicación en Inglés como Lengua Extranjera en Niños Pequeños

Available from: European Journal of English Language Teaching

Publication: European Journal of English Language Teaching, vol. 7, no. 1

Pages: 104-126

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Abstract/Notes: This work aims to strengthen the communication skills in English as a Foreign Language of young children in Ecuadorian elementary schools. It used the action research method and a combination of qualitative and quantitative research approaches. The sample consists of 10 children of the second grade of elementary school and their parents. All they have permanent residence in the province of Manabi, Ecuador. The researcher team designed an educational intervention based on the Montessori Methodology to improve participants’ communication skills in English as a Foreign Language. The educational intervention lasted 6 months and used the contains of the second grade of the elementary education curriculum of Ecuador. The instruments used for data collection were in-deep interviews, class observation, and the vocabulary acquisition test of Windi (2017). The results showed that all participants improved in 3-4 points their scores of English communication skills from pre-test in comparison to post-test. It concluded that 100% of young children that participated in this research improved their communication skills in English as a Foreign Language when supported the instruction with Montessori Methodology. / Este trabajo tiene como objetivo fortalecer las habilidades de comunicación en inglés como lengua extranjera de los niños pequeños en las escuelas primarias ecuatorianas. Utilizó el método de investigación de acción y una combinación de enfoques de investigación cualitativos y cuantitativos. La muestra está compuesta por 10 niños del segundo grado de primaria y sus padres. Todos ellos tienen residencia permanente en la provincia de Manabí, Ecuador. El equipo de investigadores diseñó una intervención educativa basada en la Metodología Montessori para mejorar las habilidades comunicativas de los participantes en inglés como lengua extranjera. La intervención educativa tuvo una duración de 6 meses y utilizó los contenidos del segundo grado del currículo de educación básica del Ecuador. Los instrumentos utilizados para la recolección de datos fueron entrevistas en profundidad, observación de clases y la prueba de adquisición de vocabulario de Wendi (2017). Los resultados mostraron que todos los participantes mejoraron en 3-4 puntos sus puntajes de habilidades de comunicación en inglés desde la prueba previa en comparación con la prueba posterior. Se concluyó que el 100% de los niños pequeños que participaron en esta investigación mejoraron sus habilidades comunicativas en inglés como lengua extranjera cuando se apoyó en la instrucción con la Metodología Montessori.

Language: English

DOI: 10.46827/ejel.v7i1.3987

ISSN: 2501-7136

Article

✓ Peer Reviewed

Educational Ideas of Maria Montessori on the Pages of Foreign Periodicals / Освітні Ідеї Марії Монтеcсорі На Сторінках Зарубіжних Періодичних Видань

Available from: Borys Hrinchenko Kyiv University (Ukraine)

Publication: Continuing Professional Education: Theory and Practice, vol. 76, no. 3

Pages: 84-90

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Abstract/Notes: The article deals with the educational ideas the famous Italian doctor and educator Maria Montessori, her many-sided personality, some aspects of the life, activities and methods highlighted on the pages of foreign periodicals. The relevance of the pedagogue’s ideas in the modern world has been stressed; the demand of the modern society for the education of a free individual, striving for independent active searches and self-realization, has been emphasized. The article reveals the personality of M. Montessori as one of the educators who was able to pose and solve a global problem in philosophical, psychological and pedagogical theory, as well as to implement her concept in practice, creating a pedagogical system named as «Montessori method». M. Montessori; as an educator who gave a new quality to the education development strategy, humanizing it, returning it to the person. The analysis of M. Montessori’s pedagogical activities, positions, views and her life paths, highlighted by foreign researches, have been presented in the article; her role as an architect of the «rediscovery» of the child has been stressed. The educator’s revolutionary ideas about childhood and education for life, rather than education based on obedience and immobility, have been noted as well as their development as a result of M. Montessori’s medical research has been admitted; her new visions of the school by designing strategies that would overcame the barriers to education, have been mentioned. The article also stresses the educator’s desire to show how to save humanity by means of pedagogy: starting with the child and human freedom and, in particular, freedom for women. / У статті розглядаються просвітницькі ідеї відомої італійської лікарки та педагогині Марії Монтессорі, її багатогранна особистість, окремі сторони життя, діяльності, методики, цінності, світоглядні орієнтири та принципи, висвітлені дослідниками на сторінках зарубіжних періодичних видань. Підкреслено актуальність ідей італійської педагогині в сучасному світі; зауважено запит сучасного суспільства на виховання вільної особистості, що прагне до самостійного активного пошуку, зростання та самореалізації. У статті розкривається особистість М. Монтессорі як однієї з педагогинь, яка зуміла поставити і вирішити глобальну проблему у філософській та психолого-педагогічній теоріях, а також змогла реалізувати її концепцію на практиці, створивши педагогічну систему під назвою «Метод Монтессорі». М. Момтессорі розкривається у статті як освітня діячка, яка надала стратегії розвитку освіти нової якості –гуманізувавши її та повернувши її людині. У статті подано думки зарубіжних дослідників стосовно педагогічної діяльності, позицій, поглядів та життєвих шляхів М. Монтессорі, висвітлених на сторінках зарубіжних періодичних видань; підкреслюється її роль як архітектора «повторного відкриття»дитини. Відзначено революційні ідеї педагогині стосовно дитинства та виховання на все життя, а не виховання на основі слухняності та нерухомості, а також визнання їх розвитку у результаті медичних досліджень М. Монтессорі. Згадано коментарі зарубіжних дослідників стосовно того, що протягом тривалого часу М. Монтессорі вважалася «проблемною»фігурою в італійському академічному та політичному істеблішменті, «будучи нонконформісткою, феміністкою та «складним педагогом»«; зауважено і підкреслено її нове бачення школи шляхом розробки стратегій задля подолання бар’єрів в освіті. У статті також наголошується на прагненні педагогині показати, як засобами педагогіки врятувати людство: починаючи зі свободи дитини та свободи людини та, зокрема, свободи жінки.

Language: English, Ukrainian

DOI: 10.28925/1609-8595.2023.3.8

ISSN: 2412-0774

Article

Foreign Language in the Elementary Classroom

Publication: AMI Elementary Alumni Association Newsletter, vol. 34, no. 1

Pages: 3

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Language: English

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