Alphabétisation bilingue des enfants d’âge préscolaire adoptant les principes de Montessori dans les cours d’anglais à distance
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Publiée:
juin 16, 2022
Mots-clés:
Bilinguisme, alphabétisation préscolaire, méthode Montessori, éducation bilingue, apprentissage à distance
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Résumé
Pendant le confinement dû à COVID-19, les processus éducatifs traditionnels se sontdéplacés vers un environnement éloigné, générant de nouveaux défis et réalités. Cetterecherche documentaire qualitative entre un étudiant et un professeur appartenant àune pépinière de recherche des étudiants appelée RELATE du baccalauréat en anglaiscomme langue étrangère de Corporación Universitaria Minuto de Dios cherche àexaminer la mise en œuvre des principes de Maria Montessori dans l’alphabétisationbilingue des enfants avant et pendant le confinement causé per la pandémie. Lesarticles examinés ont été publiés en 2020 et 2021 dans la base de données ProQuestet les revues à comité de lecture Childhood development journal, Early ChildhoodResearch Quarterly et Childhood development. L’analyse a été effectuée sur 50 articlespour déterminer le développement de l’alphabétisation bilingue des enfants dans desenvironnements d’apprentissage à distance et dans quelle mesure les principes deMontessori pouvaient être identifiés. Les résultats montrent que les principes tels quela liberté et un environnement créatif et ingénieux adapté aux enfants de la théorie deMaria Montessori sont appliqués dans certains des articles et que certaines pratiquesd’enseignement favorisent en fait l’alphabétisation bilingue des enfants avant et pendantla pandémie de COVID-19.
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Comment citer
Bernal, A., & Monsalve Gaviria, Y. T. (2022). Alphabétisation bilingue des enfants d’âge préscolaire adoptant les principes de Montessori dans les cours d’anglais à distance. Shimmering Words: Research and Pedagogy E-Journal, 11, 6-30. Consulté à l’adresse http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2460
Numéro
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Artículos
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
Références
Akhsanova, L. N., & Salyakhova, G. I. (2016). English teaching features on the basis
of Montessori system among preschool age children (working experience).
International Journal of Humanities and Cultural Studies (IJHCS)ISSN 2356-5926,
1(1), 758-764
Altin, R & Isler E. (2019) Building Bridges between ICT and English: A Blended
Learning Example with International Projects Integration, Conference:
International Conference on Teaching, Learning, Innovation and Educational
Technology At: Singapore P 212-225
Baoqi, S. U. N., Loh, C. E., O’Brien, B. A., & Silver, R. E. (n.d) The Effect of the
COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading.
Benali, M., Kaddouri, M., & Azzimani, T. (2018). Digital competence of Moroccan teachers
of English. International Journal of Education and Development using Information and Communication Technology, 14(2), 99-120. Retrieved from https://searchproquest-com.ezproxy.uniminuto.edu/docview/2114227045?accountid=48797
Bonilla, A. M. S. (2019). Propuesta pedagógica musical a través del Método Montessori
para la enseñanza instrumental. Estudios sobre Arte Actual, (7), 99-105.
Cameron, L (2001) Teaching Language to Young Learners. https://www.researchgate.
net/publication/42793046_Teaching_Languages_to_Young_Learners
Cardinal, M. C. M., & Chiappe, S. M. D. (2016). Diseño de ambientes para el juego:
práctica y reflexión en educación infantil. RELAdEI. Revista Latinoamericana de
Educación Infantil, 85-96.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature
review of online teaching and learning practices. European Journal of Teacher
Education, 43(4), 466-487.
Creswell, J. (2012) Planning, Conducting, and Evaluating Quantitative and Qualitative
Research. Boston. Editorial Textech International.
Cruttenden, N., 2019. La adquisición de idiomas en la etapa crítica: estudio del aprendizaje
del inglés (L2) en la infancia. Doctorado. Universidad de Córdoba. https://helvia.
uco.es/xmlui/handle/10396/20187
Díaz-Bajo, M. P. (2019). Panorama actual de las pedagogías alternativas en España.
Papeles salmantinos de educación, (23), 247-281.
Doughty, C & Long M. (2003). The handbook of second language acquisition. https://
onlinelibrary.wiley.com/doi/book/10.1002/9780470756492
Engen, B. (2019). Understanding social and cultural aspects of teachers’ digital
competencies. Comunicar, 27(61), 9-18.doi:http://dx.doi.org.ezproxy.uniminuto.
edu/10.3916/C61-2019-01
Faryadi, Q (2009) Performance Evaluation of Montessori Instruction to Teach English
as a Second Language: An Experimental Research. MASAUM Journal of Open
Problems in Science and Engineering, Vol.1, No.2.
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C.
(Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement
of Computing in Education.
Fraile, M. N., Peñalva-Vélez, A., & Ana María Mendióroz Lacambra. (2018).
Development of digital competence in secondary education teachers’ training.
Education Sciences, 8(3) doi:http://dx.doi.org.ezproxy.uniminuto.edu/10.3390/
educsci8030104
Gass, S & Selinker, L (2008) Second Language Acquisition. An introductory course
Third edition. https://blogs.umass.edu/moiry/files/2015/08/Gass.SecondLanguage-Acquisition.pdf
Ghaffari, M., Kashkouli, S. M., & Sadighi, F. (2017). Montessori and conventional
teaching methods in learning English as a second/foreign language: An overview.
Journal of Applied Linguistics and language research, 4(5), 209-218.
Godhe, A. (2019). Digital literacies or digital competence: Conceptualizations in nordic
curricula. Media and Communication. doi:http://dx.doi.org.ezproxy.uniminuto.
edu/10.17645/mac.v7i2.1888
Gómez-Ramirez, I., Valencia-Arias, A., & Duque, L. (2019). Approach to M-learning
acceptance among university students: An integrated model of TPB and TAM.
International Review of Research in Open and Distributed Learning, 20(3)
doi:http://dx.doi.org.ezproxy.uniminuto.edu/10.19173/irrodl.v20i4.4061
Gordillo, A., López-Pernas, S., & Barra, E. (2019). Effectiveness of MOOCs for teachers
in safe ICT use training. Comunicar, 27(61), 97-106. doi:http://dx.doi.org.ezproxy.
uniminuto.edu/10.3916/C61-2019-09
Guzmán Gámez, D., & Moreno Cuellar, J. (2019). The Use of Plotagon to Enhance the
English Writing Skill in Secondary School Students. Profile: Issues in Teachers´
Professional Development, 21(1), 139-153. doi: https://doi.org/10.15446/profile.
v21n1.71721
Holland, A. A. (2019). Effective principles of informal online learning design: A theorybuilding metasynthesis of qualitative research. Computers & Education, 128, 214-
226. doi: 10.1016/j.compedu.2018.09.026
Jian, C. K., & Pane, W. S. (2020). Teacher’s Challenges in Teaching English to Young
Learners using Montessori Method. Borneo Educational Journal (Borju), 2(1), 1-13.
Juškevičienė, A., & Dagienė, V. (2018). Computational thinking relationship with
digital competence. Informatics in Education, 17(2), 265-284. doi:http://dx.doi.org.
ezproxy.uniminuto.edu/10.15388/infedu.2018.14
Khamsuk, A., & Whanchit, W. (2021). Storytelling: An alternative home delivery of
English vocabulary for preschoolers during COVID-19’s lockdown in southern
Thailand. South African Journal of Childhood Education, 11(1), 1-13.
Kolak, J., Norgate, S. H., Monaghan, P., & Taylor, G. (2020). Developing evaluation
tools for assessing the educational potential of apps for preschool children in the
UK. Journal of Children and Media, 1-21.
Kuhl, P. K. (1994). Learning and representation in speech and language. Current
opinion in neurobiology, 4(6), 812-822.
Labrador, C. (1998). María Montessori y la Educación Infantil. Padres y Maestros/
Journal of Parents and Teachers, (238), 35-39.
López, J. P. F., & Blanco, L. F. (2020). Maria Montessori (1870-1952)–Caroline Pratt
(1867-1954): Dos vidas en paralelo y la pasión compartida por la autonomía de la
infancia. RELAdEI. Revista Latinoamericana de Educación Infantil, 9(1), 29-41.
Milan, T & Basurto, N. (2019) Teaching English to Young Learners in Mexico: Teachers’
Perceptions About Their Teaching Context. https://revistas.unal.edu.co/index.
php/profile/article/view/82105
Mily, M., & Sará, G. (2017). Review and Analysis of the Colombian Foreign Language
Bilingualism Policies and Plans Revisión y análisis de las políticas y planes
colombianos de bilingüismo en lenguas extranjeras * Background of Foreign
Language Bilingualism in Colombia’ s. 24(1), 139–156.
Ministerio de Educación Nacional. (2009) Desarrollo infantil y competencias en
la Primera Infancia. https://www.mineducacion.gov.co/primerainfancia/1739/
articles-178053_archivo_PDF_libro_desarrolloinfantil.pdf
Ministerio de Educación Nacional. (2014) Dirección de Calidad para la Educación
Preescolar, Básica y Media. Subdirección de Referencias y Evaluación de la Calidad
Educativa. https://www.mineducacion.gov.co/1759/articles-342767_recurso_3.pdf
Ministerio de Educación Nacional. (2016) Mallas de aprendizaje de inglés para
transición a 5° de Primaria. https://aprende.colombiaaprende.edu.co/sites/default/
files/naspublic/colombiabilingue/dbacurriculo/cartillas_mallas_aprendizaje/
Mallas%20de%20Aprendizaje.pdf
Muñoz, J. Álvarez, F. Osorio, B. Cardona, P. (2006) Objetos de Aprendizaje Integrados
a un Sistema de Gestión de Aprendizaje. Guadalajara MX. Universidad de
Guadalajara. https://www.redalyc.org/pdf/688/68800310.pdf
Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2020).
Review of feedback in edutainment games for preschoolers in the USA. Journal of
Children and Media, 1-18.
Pascual, D. (2019). Learning English with Travel Blogs: A Genre-Based Process-Writing
Teaching Proposal. Profile: Issues in Teachers´ Professional Development, 21(1),
157-172. doi: https://doi.org/10.15446/profile.v21n1.71253
Rivera Pérez, J. F., Hart, R., & Lund, E. (2020). Vocabulary-learning cues used on
children’s bilingual programming. Journal of Children and Media, 1-19.
Rotenberg, L. (2021). Made for this moment: how PBS KIDS navigated the crises of
2020 in the US. Journal of Children and Media, 15(1), 73-76.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence
and digital literacy in higher education research: Systematic review of concept use.
Cogent Education, 5(1) doi:10.1080/2331186x.2018.1519143
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age.
Cambridge Journal of Education, 50(1), 37-56. doi:10.1080/0305764X.2019.162586
Wright, T., Einhorn, K., Labin, D., Perez, S., DiSalvo, J., & Truglio, R. (2021). Sesame
Workshop’s international response to COVID-19. Journal of Children and Media,
15(1), 60-64.
of Montessori system among preschool age children (working experience).
International Journal of Humanities and Cultural Studies (IJHCS)ISSN 2356-5926,
1(1), 758-764
Altin, R & Isler E. (2019) Building Bridges between ICT and English: A Blended
Learning Example with International Projects Integration, Conference:
International Conference on Teaching, Learning, Innovation and Educational
Technology At: Singapore P 212-225
Baoqi, S. U. N., Loh, C. E., O’Brien, B. A., & Silver, R. E. (n.d) The Effect of the
COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading.
Benali, M., Kaddouri, M., & Azzimani, T. (2018). Digital competence of Moroccan teachers
of English. International Journal of Education and Development using Information and Communication Technology, 14(2), 99-120. Retrieved from https://searchproquest-com.ezproxy.uniminuto.edu/docview/2114227045?accountid=48797
Bonilla, A. M. S. (2019). Propuesta pedagógica musical a través del Método Montessori
para la enseñanza instrumental. Estudios sobre Arte Actual, (7), 99-105.
Cameron, L (2001) Teaching Language to Young Learners. https://www.researchgate.
net/publication/42793046_Teaching_Languages_to_Young_Learners
Cardinal, M. C. M., & Chiappe, S. M. D. (2016). Diseño de ambientes para el juego:
práctica y reflexión en educación infantil. RELAdEI. Revista Latinoamericana de
Educación Infantil, 85-96.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature
review of online teaching and learning practices. European Journal of Teacher
Education, 43(4), 466-487.
Creswell, J. (2012) Planning, Conducting, and Evaluating Quantitative and Qualitative
Research. Boston. Editorial Textech International.
Cruttenden, N., 2019. La adquisición de idiomas en la etapa crítica: estudio del aprendizaje
del inglés (L2) en la infancia. Doctorado. Universidad de Córdoba. https://helvia.
uco.es/xmlui/handle/10396/20187
Díaz-Bajo, M. P. (2019). Panorama actual de las pedagogías alternativas en España.
Papeles salmantinos de educación, (23), 247-281.
Doughty, C & Long M. (2003). The handbook of second language acquisition. https://
onlinelibrary.wiley.com/doi/book/10.1002/9780470756492
Engen, B. (2019). Understanding social and cultural aspects of teachers’ digital
competencies. Comunicar, 27(61), 9-18.doi:http://dx.doi.org.ezproxy.uniminuto.
edu/10.3916/C61-2019-01
Faryadi, Q (2009) Performance Evaluation of Montessori Instruction to Teach English
as a Second Language: An Experimental Research. MASAUM Journal of Open
Problems in Science and Engineering, Vol.1, No.2.
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C.
(Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement
of Computing in Education.
Fraile, M. N., Peñalva-Vélez, A., & Ana María Mendióroz Lacambra. (2018).
Development of digital competence in secondary education teachers’ training.
Education Sciences, 8(3) doi:http://dx.doi.org.ezproxy.uniminuto.edu/10.3390/
educsci8030104
Gass, S & Selinker, L (2008) Second Language Acquisition. An introductory course
Third edition. https://blogs.umass.edu/moiry/files/2015/08/Gass.SecondLanguage-Acquisition.pdf
Ghaffari, M., Kashkouli, S. M., & Sadighi, F. (2017). Montessori and conventional
teaching methods in learning English as a second/foreign language: An overview.
Journal of Applied Linguistics and language research, 4(5), 209-218.
Godhe, A. (2019). Digital literacies or digital competence: Conceptualizations in nordic
curricula. Media and Communication. doi:http://dx.doi.org.ezproxy.uniminuto.
edu/10.17645/mac.v7i2.1888
Gómez-Ramirez, I., Valencia-Arias, A., & Duque, L. (2019). Approach to M-learning
acceptance among university students: An integrated model of TPB and TAM.
International Review of Research in Open and Distributed Learning, 20(3)
doi:http://dx.doi.org.ezproxy.uniminuto.edu/10.19173/irrodl.v20i4.4061
Gordillo, A., López-Pernas, S., & Barra, E. (2019). Effectiveness of MOOCs for teachers
in safe ICT use training. Comunicar, 27(61), 97-106. doi:http://dx.doi.org.ezproxy.
uniminuto.edu/10.3916/C61-2019-09
Guzmán Gámez, D., & Moreno Cuellar, J. (2019). The Use of Plotagon to Enhance the
English Writing Skill in Secondary School Students. Profile: Issues in Teachers´
Professional Development, 21(1), 139-153. doi: https://doi.org/10.15446/profile.
v21n1.71721
Holland, A. A. (2019). Effective principles of informal online learning design: A theorybuilding metasynthesis of qualitative research. Computers & Education, 128, 214-
226. doi: 10.1016/j.compedu.2018.09.026
Jian, C. K., & Pane, W. S. (2020). Teacher’s Challenges in Teaching English to Young
Learners using Montessori Method. Borneo Educational Journal (Borju), 2(1), 1-13.
Juškevičienė, A., & Dagienė, V. (2018). Computational thinking relationship with
digital competence. Informatics in Education, 17(2), 265-284. doi:http://dx.doi.org.
ezproxy.uniminuto.edu/10.15388/infedu.2018.14
Khamsuk, A., & Whanchit, W. (2021). Storytelling: An alternative home delivery of
English vocabulary for preschoolers during COVID-19’s lockdown in southern
Thailand. South African Journal of Childhood Education, 11(1), 1-13.
Kolak, J., Norgate, S. H., Monaghan, P., & Taylor, G. (2020). Developing evaluation
tools for assessing the educational potential of apps for preschool children in the
UK. Journal of Children and Media, 1-21.
Kuhl, P. K. (1994). Learning and representation in speech and language. Current
opinion in neurobiology, 4(6), 812-822.
Labrador, C. (1998). María Montessori y la Educación Infantil. Padres y Maestros/
Journal of Parents and Teachers, (238), 35-39.
López, J. P. F., & Blanco, L. F. (2020). Maria Montessori (1870-1952)–Caroline Pratt
(1867-1954): Dos vidas en paralelo y la pasión compartida por la autonomía de la
infancia. RELAdEI. Revista Latinoamericana de Educación Infantil, 9(1), 29-41.
Milan, T & Basurto, N. (2019) Teaching English to Young Learners in Mexico: Teachers’
Perceptions About Their Teaching Context. https://revistas.unal.edu.co/index.
php/profile/article/view/82105
Mily, M., & Sará, G. (2017). Review and Analysis of the Colombian Foreign Language
Bilingualism Policies and Plans Revisión y análisis de las políticas y planes
colombianos de bilingüismo en lenguas extranjeras * Background of Foreign
Language Bilingualism in Colombia’ s. 24(1), 139–156.
Ministerio de Educación Nacional. (2009) Desarrollo infantil y competencias en
la Primera Infancia. https://www.mineducacion.gov.co/primerainfancia/1739/
articles-178053_archivo_PDF_libro_desarrolloinfantil.pdf
Ministerio de Educación Nacional. (2014) Dirección de Calidad para la Educación
Preescolar, Básica y Media. Subdirección de Referencias y Evaluación de la Calidad
Educativa. https://www.mineducacion.gov.co/1759/articles-342767_recurso_3.pdf
Ministerio de Educación Nacional. (2016) Mallas de aprendizaje de inglés para
transición a 5° de Primaria. https://aprende.colombiaaprende.edu.co/sites/default/
files/naspublic/colombiabilingue/dbacurriculo/cartillas_mallas_aprendizaje/
Mallas%20de%20Aprendizaje.pdf
Muñoz, J. Álvarez, F. Osorio, B. Cardona, P. (2006) Objetos de Aprendizaje Integrados
a un Sistema de Gestión de Aprendizaje. Guadalajara MX. Universidad de
Guadalajara. https://www.redalyc.org/pdf/688/68800310.pdf
Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2020).
Review of feedback in edutainment games for preschoolers in the USA. Journal of
Children and Media, 1-18.
Pascual, D. (2019). Learning English with Travel Blogs: A Genre-Based Process-Writing
Teaching Proposal. Profile: Issues in Teachers´ Professional Development, 21(1),
157-172. doi: https://doi.org/10.15446/profile.v21n1.71253
Rivera Pérez, J. F., Hart, R., & Lund, E. (2020). Vocabulary-learning cues used on
children’s bilingual programming. Journal of Children and Media, 1-19.
Rotenberg, L. (2021). Made for this moment: how PBS KIDS navigated the crises of
2020 in the US. Journal of Children and Media, 15(1), 73-76.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence
and digital literacy in higher education research: Systematic review of concept use.
Cogent Education, 5(1) doi:10.1080/2331186x.2018.1519143
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age.
Cambridge Journal of Education, 50(1), 37-56. doi:10.1080/0305764X.2019.162586
Wright, T., Einhorn, K., Labin, D., Perez, S., DiSalvo, J., & Truglio, R. (2021). Sesame
Workshop’s international response to COVID-19. Journal of Children and Media,
15(1), 60-64.