Building Intercultural Competency in the Language Immersion Montessori Classroom

Autor/in	Carver-Akers, Kateri
Titel	Building Intercultural Competency in the Language Immersion Montessori Classroom
Quelle	In: Learning Languages, 18 (2013) 2, S.38-43 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-5415
Schlagwörter	Intercultural Communication; Cultural Awareness; Montessori Method; Elementary School Students; Teaching Methods; Values; Immersion Programs; Second Language Learning; Models; Language Skills; Literacy; Bilingualism + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Montessori pedagogics; Montessori-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Wertbegriff; Immersionsprogramm; Zweitsprachenerwerb; Analogiemodell; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus
Abstract	In her article entitled, "Theoretical Reflections: Intercultural Framework / Model" Darla Deardorff provides the Pyramid Model of Cultural Competency. At the bottom of the pyramid she places three "Requisite Attitudes," which support the remaining three blocks above ("Knowledge & Comprehension/Skills," "Desired Internal Outcome," and "Desired External Outcome"). She clarifies these foundational attitudes: "Respect" (the valuing of other cultures, cultural diversity); "Openness" (to intercultural learning and to people of other cultures, withholding judgment); "Curiosity and Discovery" (tolerating ambiguity and uncertainty). The "Requisite Attitudes of Respect, Openness, Curiosity and Discovery" identified by Darla Deardorff for Cultural Competence are both readily cultivated by the students in a Montessori primary classroom and are a part of the formal teacher training in the Montessori method of education. In "all" Montessori classrooms, the educational method and philosophy serve as the vehicle for the development of these requisite attitudes of intercultural competency. However, in the language immersion Montessori setting, the student gains the added skill of biliteracy and bilingualism to further increase the skillset of this developing culturally sensitive youngster. The development of this second language skill serves to reciprocally reinforce the intercultural competency already underway in the Montessori environment. This article describes some of the numerous ways Montessori classrooms and specifically, immersion Montessori environments support Deardorff's model. "Respect, Openness, Curiosity and Discovery" become embedded over the three year Montessori cycle into the everyday behaviors and thinking patterns of the young child. (ERIC).
Anmerkungen	National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://www.nnell.org/publications/journal.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01