The document outlines the 6-year development plan for a language immersion Montessori program. It details the projected growth in student enrollment numbers and classroom structures over the years. Key aspects covered include staffing needs, language distribution, classroom spaces, and materials required at each stage of the program's expansion.
Crestwood Montessori staff are professionally trained and they know better how to teach students. Here you can see strategic game which will help to explain the definition of noun to students.
Finding the right school for your child is not an easy task. Here are some point and brief which would be helpful to find montessori school in somerset.
Located in Danville, California, Fountainhead Montessori’s Danville campus offers a unique learning experience to local children of various ages. Additional Fountainhead Montessori campuses can also be found in Orinda, Livermore, Dublin, and Pleasant Hill.
Crestwood Montessori staff are professionally trained and they know better how to teach students. Here you can see strategic game which will help to explain the definition of noun to students.
Finding the right school for your child is not an easy task. Here are some point and brief which would be helpful to find montessori school in somerset.
Located in Danville, California, Fountainhead Montessori’s Danville campus offers a unique learning experience to local children of various ages. Additional Fountainhead Montessori campuses can also be found in Orinda, Livermore, Dublin, and Pleasant Hill.
This is a PowerPoint presentation I created in 2008 that I use when giving parent overviews of Montessori philosophy on the elementary level. It is timed so someone can be the narrator and not be rushed when speaking.
Balancing the Equation --While modern life has many positives, there are specific ways that it is impacting the development of young children. This presentation chronicles some of the historical changes, and their effects.
Dr. Montessori lived during the dawn of Industrialization. She realized that embedded within the activities children had experienced for thousands of years conveyed not only direct information but also implicit procedural knowledge (order of operations, cause and effect, etc.). They also provided the precise physical exercise needed to coordinate muscles and strengthen the nervous system. These activities helped the child become independent, and to understand practical matters such as: how food is grown, how clothes are made, and courtesy in social interactions. This knowledge allows children to feel confident concerning their ability to meet their own basic needs.
Life OUTSIDE of the classroom has changed dramatically. For this reason, if we are to be successful, we must also make changes to the activities that take place INSIDE the classroom.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
Presentation by Anne Wiseman at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
FRINCOM: Framework of Intercomprehensionclaudiamewald
This contribution to the 10th International Conference of Multilingualism and Third Language Acquisition describes a framework of intercomprehension - FRINCOM - which developed from an ERASMUS+ project called PALM.
This is a PowerPoint presentation I created in 2008 that I use when giving parent overviews of Montessori philosophy on the elementary level. It is timed so someone can be the narrator and not be rushed when speaking.
Balancing the Equation --While modern life has many positives, there are specific ways that it is impacting the development of young children. This presentation chronicles some of the historical changes, and their effects.
Dr. Montessori lived during the dawn of Industrialization. She realized that embedded within the activities children had experienced for thousands of years conveyed not only direct information but also implicit procedural knowledge (order of operations, cause and effect, etc.). They also provided the precise physical exercise needed to coordinate muscles and strengthen the nervous system. These activities helped the child become independent, and to understand practical matters such as: how food is grown, how clothes are made, and courtesy in social interactions. This knowledge allows children to feel confident concerning their ability to meet their own basic needs.
Life OUTSIDE of the classroom has changed dramatically. For this reason, if we are to be successful, we must also make changes to the activities that take place INSIDE the classroom.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
Presentation by Anne Wiseman at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
FRINCOM: Framework of Intercomprehensionclaudiamewald
This contribution to the 10th International Conference of Multilingualism and Third Language Acquisition describes a framework of intercomprehension - FRINCOM - which developed from an ERASMUS+ project called PALM.
This presentation is for language teachers working with adults.It is on what is Montessori Method in general and how to apply it to teach 2nd language to adults.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docxdurantheseldine
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Benefits of Bilingualism
Has a positive effect on intellectual growth and
enriches and enhances a child's mental
development
Leaves students with more flexibility in thinking,
greater sensitivity to language, and a better ear for
listening
Improves a child's understanding of his/her native
language
3
4. Terms, definitions and models
World languages, L2, target language, heritage
language, dual language, ESL, FLE, ELE ,
immersion, bilingual programming..
4
5. Terms, definitions and models
World languages, L2, target language, heritage
language, dual language, ESL, FLE, EL* ,
immersion, bilingual programming, etc…
Language Immersion Montessori (LIM) or
Montessori Language Immersion
5
6. Terms, definitions and models
World languages, L2, target language, heritage
language, dual language, ESL, FLE, ELE ,
immersion, bilingual programming,
Language Immersion Montessori (LIM) or
Montessori Language Immersion
50/50 , 80/20, 90/10, TWI (Two-way immersion),
partial immersion, 1wayI (One way immersion)
6
8. The Bilingual Montessori School of Paris
Founded in 1972, The Bilingual Montessori School of Paris is an international, multicultural, bilingual
school dedicated to guiding and nurturing childrens' full development by providing a learning atmosphere that promotes peace,
harmony and respect based upon Montessori principles of education.
The Bilingual Montessori School of Paris seeks to aid and inspire children of all races, color, creed, nationality and religion.
Listen to the child, to the child’s rhythm. Respect our environment, the self, and all of us who make up mankind.
~ Barbara Baylor Porter
L’Ecole Montessori Bilingue de Paris a été crée en 1972. C’est une école bilingue internationale et multiculturelle. Cette école
s’attache à guider, à prendre soin, et à permettre un développement complet de l’enfant, dans une ambiance d’apprentissage,
basée sur le respect, la harmonie et la paix selon la pédagogie Montessori.
L’école aide et inspire les enfants de toutes races, culture, religion et nationalité.
Ecouter l’enfant, respecter son rythme. Se respecter soi-même et les autres, respecter son environnement et
l’ensemble de l’humanité. ~ Barbara Baylor Porter
8
12. Language Immersion Montessori
Of all the Montessori schools in the US, the few
schools that have bilingual or immersion
programming use:
- “Dual teacher language model”
12
13. Language Immersion Montessori
Of all the Montessori schools in the US, the few
schools that have bilingual or immersion
programming use :
“Dual teacher language model”
There are NO “Dual teacher language” models in all
the professional research done in the past 30 years
on second language acquisition.
13
14. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
14
15. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
b. Montessori schools know the models but made a conscious decision to
go an alternative direction
15
16. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
b. Montessori schools know the models but made a conscious decision to
go an alternative direction
c. Montessori schools do not know about language acquisition research or
about the various language acquisition models available to choose from
16
17. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
b. Montessori schools know the models but made a conscious decision to
go an alternative direction
c. Montessori schools do not know about language acquisition research or
about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement
their chosen model
17
18. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
b. Montessori schools know the models but made a conscious decision to
go an alternative direction
c. Montessori schools do not know about language acquisition research or
about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement
their chosen model
e. Montessori school know the research and desired model but have various
constraints:
- facility
- funding
- staffing
- solid long term plan for bi-literacy
- parent buy-in
- fears
f. … 18
19. How do L2 programs choose a model?
Desired outcome
Student population
19
20. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
b. Montessori schools know the models but made a conscious decision to
go an alternative direction
c. Montessori schools do not know about language acquisition research or
about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement
their chosen model
e. Montessori school know the research and desired model but have various
constraints:
- facility
- funding
- staffing
- solid long term plan, ( for bi-literacy),
- parent buy-in
- fears
f. … 20
21. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
21
22. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
22
23. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
23
24. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
24
25. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Literacy focus and knowledge of grammar
25
33. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Knowledge of grammar and strong literacy
Intentional Language
L2 teaching strategies
33
34. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Knowledge of grammar and strong literacy
Intentional Language
ESL or L2 teaching strategies
Modeling
34
35. 9 Elements for Successful Language
Acquisition Environments &
Montessori Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Knowledge of grammar and strong literacy
Intentional Language
ESL or L2 teaching strategies
Modeling
Cultural Competency
35
36. 1 GREAT Reason why Bilingualism
supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadors
Bilingual cultural diplomacy
36
37. 1 GREAT Reason why Bilingualism
supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadors
Bilingual cultural diplomacy
6. Respect and Recognition of Cultural Diversity and Heritage
7. Global Intercultural Dialogue
8. Justice, Equality and Interdependence
9. Protection of Human Rights
10.Peace and Stability
37
40. The ‘How-to’ of LIM
Program development
Characteristics of successful immersion programs
Language Immersion Montessori teachers
Target Language usage and best practices in a LIM
Parent Education
Materials
Measuring Outcomes
40
41. Program development- over 6 yrs.
Avg. Total # 7 14 22
7 returning
Lower Elementary
3rd years
6-9 yr olds
7 returning 7 returning
2nd years 2nd years
Prep 6-8 7-8 8
Space & rising 1st rising 1st rising 1st
Materials yrs. yrs. yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2 Year 3
Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 3 8 3
Space & 2.5 - 3 yr.
yr. olds yr. olds
Materials olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs/da y 6.5 hrs /da y
41
42. Program development- year 1
Primary Classroom
3-6 yr. olds
Prep
Space &
Materials
3 months
Lead -PT
Staffing
42
43. Program development- year 2
Avg. Total # 9 16
Primary Classroom
3-6 yr. olds
9 returni ng
4 yr olds
Prep 8 to 10 6 to 8
Space & 2.5 - 3 new 3 yr.
Materials yr. olds olds
3 months Year 1 Year 2
Lead -PT 1 Lead 1 Lead
1 Assnt 1 Assnt
Staffing
3.5 hrs /da y 6.5 hrs /da y
43
44. Program development- year 3
Lower Elementary
6-9 yr olds
Prep
Space &
Materials
STAFFING
6 months
Lead -FT
Avg. Total # 9 16 24
NOTE: length
8 returning
Primary Classroom of da y:
5 yr. olds 6.5-9.5 hrs
3-6 yr. olds
9 returning 8 returning
4 yr. olds 4 yr. olds
Prep 8 to 10 6 to 8 8
Space & new 2.5 - 3 new 3 yr. new 3 yr.
Materials yr. olds olds olds
3 months Year 1 Year 2 Year 3
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs
44
45. Program development- year 4
Avg. Total # 7
Lower Elementary
6-9 yr olds
Prep 6-8
Space & rising 1st
Materials yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1
Lead -FT 1 Lead
Avg. Total # 9 16 24
NOTE: length
8 returning
Primary Classroom of da y:
5 yr. olds 6.5-9.5 hrs
3-6 yr. olds
9 returning 8 returning
4 yr. olds 4 yr. olds
Prep 8 to 10 6 to 8 8
Space & 2.5 - 3 new 3 yr. new 3 yr.
Materials yr. olds olds olds
3 months Year 1 Year 2 Year 3 Year 4
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y
45
46. Program development- year 5
Avg. Total # 7 14
Lower Elementary
6-9 yr olds
7 returning
2nd years
Prep 7-8
6-8
Space & rising 1st
1st yrs.
Materials yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2
Lead -FT 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 8
Space & 2.5 - 3
3 yr. olds 3 yr. olds
Materials yr. olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs /da y
46
47. Program development- year 6
Avg. Total # 7 14 22
7 returning
Lower Elementary
3rd years
6-9 yr olds
7 returning 7 returning
2nd years 2nd years
Prep 6-8 7-8 8
Space & rising 1st rising 1st rising 1st
Materials yrs. yrs. yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2 Year 3
Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 3 8 3
Space & 2.5 - 3 yr.
yr. olds yr. olds
Materials olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs /da y 6.5 hrs /da y
47
48. Characteristics of successful
immersion programs
- Teaching literacy in the target language first
- Teaching literacy in one language at a time
- Teach literacy in native language second
- All lessons take place in one language
- Restrict entry after 1st grade
- Well developed curriculum with materials
- Family commitment
- Enrollment retention
48
49. Language Immersion Montessori teachers
– lessons learned
Speak target language at near native fluency
Speak English
Experience teaching the language – desired
Experience with children
General / college educational requirements of the school
Montessori certification
Good computer skills
Teaching to read in target language
Knowledge of children’s songs from the culture
Excellent intentional language
49
50. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
51. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
52. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
53. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
54. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
55. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
56. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
57. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons of the same content delivered in target language
58. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons in target language
- A Plan for Bi-literacy
- A Plan for specials ( P.E. Music Art etc)
59. Parent Education
Will my child feel at ease in a LIM classroom?
Will my child loose his/her English?
Will my child learn to read in English?
How well can s/he speak? Read? Write?
How much will s/he retain after leaving Primary?
What if I do not speak the language?
---
Use media to demonstrate: video & audio recording
Use scholarly research on language acquisition
59
60. Materials
MAKE, MAKE and make some more!
Hire a separate PT person for this
Be efficient in design and with resources
Standardize: fonts, colors, styles
60
61. Most all works made on labels
l e pin
l e v in
in l e l apin
l e jar din
l a pein tu r e
l e cein tu r e
ein l e r ein
l e pl ein
l a m ain
l e tr ain
ain l e pain
l e pou l ain
61
63. Measuring outcomes
Have a plan to document fluency
Have a plan to document writing
Use tools that measured outcomes and that are
normed by age, state or nationally
Do OPIs – and other tools for measuring language
acquisition
63