Contributions of Montessori method in the learning of vocabulary by non-reader children at preschool
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | Even if the Montessori method was not originally designed for teaching foreign languages, we consider that its universal principles of child development can also be applied to the teaching of French as a Foreign Language.The general objective was to initiate non-reader children of two preschool classes from Saint Benedict School, to the understanding of the book “Petit Chat Perdu” through Montessorian principles. As for the methodology, we opted for a qualitative approach. We used two instruments: the interview and participant and non-participant observations. For the data collection we used an observation guide and a logbook.The starting point was to draw useful contributions from the Montessori theory for the French course. Then, we put into practice a learning sequence that promotes oral comprehension with multiple activities inspired by this method, while respecting the principles of the theory. Finally, we analyzed the advantages and disadvantages of this adaptation in the introduction of French as Foreign Language to non-reader children. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Francés |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/38307 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/38307 |
| Palabra clave: | français langue étrangère, la méthode Montessori, compréhension orale, enfants non-lecteurs French as Foreign Language, Montessori method, oral comprehension, non-reader children français langue étrangère ; la méthode Montessori ; compréhension orale ; enfants non-lecteurs |