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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
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
First Language Reading Skills Transfer to Second Language
Publication: El Boletin [Comité Hispano Montessori], no. 22
Date: Oct 30, 1987
Pages: 2
Bilingualism, Comité Hispano Montessori - Periodicals, Language acquisition
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Language: English
Book Section
Language Games Children Play: Language Invention in a Montessori Primary School
Available from: Springer Link
Book Title: Handbook of the Changing World Language Map
Pages: 1-14
Child development, Imaginary languages, Language acquisition, Linguistics, Montessori method of education, Montessori schools
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Abstract/Notes: This chapter illustrates the main results of a language laboratory held in a Montessori primary school in Milan, Italy, during 7 years. Pupils (age: 9–11) are guided in the collective invention of a secret language, using all their linguistic repertoire present in class – including minority and home languages. The structure of the language is highly influenced by the language of instruction (in our case, Italian), but, at the same time, it differs from that because its aim is to be secret. In other words, the invented language is shared among the class members only, who know how to decipher its alphabet and grammar, unlike other schoolmates. Secrecy permits the inventor to insert elements from other languages, resulting in an a priori language contact. During the process of invention, participants increase their metalinguistic awareness and thus their understanding of the languages they are studying formally – in our case, Italian and English. The Montessori method fosters a “learning-by-doing” approach and an active interdisciplinary cross-fertilization (called Cosmic Education). In fact, pupils may use the secret language to create an imaginary country – usually an island – and conceive a utopian society, putting together notions of natural sciences (for instance, orography) and social sciences, in particular, to describe the ideal human society speaking their secret language. The chapter also includes reflection on how this language laboratory can be applied in other educational contexts, maintaining its original character of being a serious game for learning.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2019
ISBN: 978-3-319-73400-2
Article
Influences of Balanced Language Approach Applied at Montessori Kindergarten on Children's Language Ability / 몬테소리 유치원에 적용한 균형적 언어 접근법이 유아의 언어능력에 미치는 효과
Available from: DBpia
Publication: 열린유아교육연구 / The Journal of Korea Open Association for Early Childhood Education, vol. 13, no. 4
Date: Aug 2008
Pages: 97-122
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Abstract/Notes: This study examined the influences of balanced language approach applied at Montessori kindergarten on children's language ability. This is a response to the need of diverse researches on Montessori language education and aims to provide basic materials to improve children's language ability. For the study, 60 children of five-year old participated for 8 weeks. The experimental group received Montessori language education with the balanced language approach program and the control group received general Montessori language education, The study found that the experimental group performing both Montessori language education and balanced language approach program showed significantly higher scores in language ability than the control group having Montessori language education. / 본 연구의 목적은 몬테소리 언어교육과 관련하여 다각적인 응용연구가 이루어져야 할 필요성에 따라 몬테소리 유치원에 적용한 균형적 언어 접근법이 유아의 언어능력에 어떠한 영향을 미치는지 알아봄으로써 유아의 언어능력을 향상시킬 수 있는 기초자료로 제공하고자 한다. 이를 위하여 유치원 만 5세 유아 60명을 대상으로 8주간의 실험처치로 실험집단에서는 몬테소리 교육의 언어활동과 균형적 언어 접근 프로그램을 병행하여 실시하고 비교집단에게는 일반적인 몬테소리 교육의 언어활동을 실시하였다. 연구결과, 몬테소리 교육의 언어활동과 균형적 언어 접근 프로그램을 병행한 실험집단이 몬테소리 교육의 언어활동만을 실시한 비교집단보다 언어능력의 점수에서 통계적으로 유의하게 높은 것으로 드러났다.
Language: Korean
ISSN: 1226-8119, 2734-0074
Article
A Path for the Exploration of Any Language Leading to Writing and Reading: As Part of the Total Montessori Approach to the Development of Language
Publication: NAMTA Journal, vol. 29, no. 3
Date: 2004
Pages: 1-40
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Montessori and Kindergarten System of Education in the Development of Social and Language Skills of Children
Available from: Academia
Publication: European Journal of Business and Social Sciences, vol. 1, no. 12
Date: 2013
Pages: 17–24
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Language: English
ISSN: 2235-767X
Article
MANZ Conference: Education and Peace: The Language of Connection
Publication: Montessori NewZ, vol. 42
Date: Jun 2006
Pages: 17
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Language: English
Article
Entwicklung der Sprache und sprachliche Erziehung [Language development and linguistic education]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 1-2
Date: 2000
Pages: 28-41
Children - Language, Language acquisition, Montessori method of education
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Language: German
ISSN: 0944-2537
Article
Second Language Corner for Children’s House: A Practitioner–Researcher Journey Into Bilingualism in Montessori Education
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 67-82
Americas, Bilingualism, Central America, Latin America and the Caribbean, Mexico, Montessori method of education
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Abstract/Notes: This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.
Language: English
ISSN: 2378-3923