Research Review An Analysis of a Public Prekindergarten Bilingual Montessori Program

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Research ReviewAn Analysis of a Public
Prekindergarten Bilingual Montessori Program
By Rodriguez, Linda

• Reviewed by
• Ya-Ling Chang (Vivian)
• EFL 540, MS TEFL, SNHU
• Instructor Denis A. Hall

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Purposes

• Analyzing a public prekindergarten Montessori
  bilingual program via the Investigation of second
  grade reading achievement on Spanish and English
  tests between two groups of students who had
  participated in the Montessori bilingual program
  and those who had participated in the traditional
  bilingual program.

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The Montessori Method

• First developed in Italy by Dr. Maria Montessori
  in 1906.
• Her initial work was to help poor children.
• Her main contribution
• (1) Preparing the most natural and life
  supporting
• environment for the child
• (2) Observing the child living freely in
  this environment
• (3) Continually adapting the environment in
  order that
• the child may fulfill his greatest
  potential -- physically,
• mentally, emotionally, and spiritually.
  

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The Montessori Classroom

• Teacher Training
• Anyone interested in Montessori education
• Worldwide training organizations (ex AMI, AMS)
  
• Teaching Method
• "Teach by teaching, not by correcting"
• Prepared Environment
• Multi-age grouping 0-3, 3-6, 6-12, 12-15, and
  15-18
• Creative, joyful, and responsible.
• Materials designed for special purposes
• Development of order, concentration,
  coordination, and independence
• Practical life, Sensorial, and Academic

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The Montessori Language Activities
Library book reading
Story telling
Phonetic word puzzles
Listening center

• analyzing sounds
• conversation and vocabulary
• Extensions geography and
• science.

Classmate reading
Name Tracing
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Methodology

• ---The Participants
• Hispanic origin English as their target language
• From low SES (socio-economic status) and LEP
  (Limited English proficient)

Prekindergarten (1998-1999)
Montessori Bilingual
Traditional Bilingual
Second Grade (2000-2001)
450 students
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Instrumentation

• Aprenda
• Test Spanish speaking students
• A written test that contains word reading,
  reading comprehension, language, and listening.
• ITBS (Iowa Test of Basic Skills)
• Measuring English reading achievement gains for
  bilingual students.

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Results
-- Aprenda and ITBS
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Conclusion

• Montessori bilingual program is an effective
  alternative bilingual program in early childhood
• Well-trained teachers
• Multi-age classroom
• Special designed material
• Suggestions for administrators and teachers
• Look closely at bilingual Montessori programs for
  low SES, LEP students.

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My Thoughts

• Early childhood language education is important
• Early language development is the secret to
  intellectual growth
• Teacher
• being patient, enthusiastic, and professional
• being observer and facilitator
• understanding students learning style
• Classroom Materials
• making environment a joyful
• discovery instead of drudgery

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My Thoughts (Cont.)

• Environment is everything
• Good interaction among teacher, students and
  parents

TEACHER
Environment
STUDENTS
PARENTS
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THE MONTESSORI PHILOSIPHY

• The secret of good teaching is to regard the
  childs intelligence as a fertile field in which
  seeds may be sown, to grow under the heat of
  flaming imagination.
• We must be taught and we must be willing to
  accept guidance if we wish to become effective
  teachers. 
• -- Dr.
  Maria Montessori

(http//www.montessori.edu)
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Reference

• Santos, D.L.(1989). Integrating Montessori and
  Whole Language Philosophies Methods of Reading
  in English as a Second Language Classroom. (ERIC
  , ED 350 092)
• Rosanova, M. J.(1997). Early Childhood
  Bilingualism in the Montessori Childrens House
  Guessable Context and the Planned Environment.
  (ERIC, ED 409 704)
• The Association Montessori Internationale (AMI)
• -- http//www.montessori-ami.org
• North American Montessori Association (NAMTA)
• -- http//montessori-namta.org/
• The American Montessori Society (AMS)
• -- www.amshq.org