English language in Montessori school

As I mentioned in the previous chapters, Maria Montessori generally proceeded from

the natural process of maturing and all her educational principles were designed to support it. This concerns also foreign language learning. Foreign languages are

taught at Montessori schools in the similar way as the mother tongue. Learning is conformed to sensitive phases, so that the language acquisition is the most natural.

In this chapter key points about foreign language learning according to Montessori principles will be mentioned.

Generally speaking, Maria Montessori did not create a special program for a foreign language acquisition, but the goal of her education was always to follow natural maturing of a child so that, in an ideal case, motor, sensor and physical skills were

developed at once. First language learning was for her, as well as mathematics, the most important ‘subject’. As Ludwig states (2000, p. 102) solid mathematic

education and knowledge of different foreign languages are necessary fundamentals that children should master, in order to be able to function in everyday life.

Learning foreign languages should begin as soon as possible, because the sensitive phase (until the age of six) is the most suitable for language acquisition. Because of the young age and absorbing mind children at this age are able to learn pronunciation, vocabulary and intonation almost as natives (Namc Montessori Teacher Training Blog 2013). Montessori guides should encourage children to talk to each other, to talk about themselves or to describe different things, because at this time they are very interested in observing, talking about and learning names of the things that are around them

(Hainstock, 1999, p. 98). This is probably the most visible difference between Montessori school and the common types of schools, where children are usually made to sit all day long, write and very often be quiet. Another key to success is reading.

Nowadays many children already at the preschool age are able to learn how to read,

because it is the best period when children can easily acquire reading skills.

When a child discovers the sense of reading, it becomes eager to explore and achieve new information. Very often children listen to their guides who read for them.

Listening to reading in a foreign language helps to improve language ability, strengthens language awareness and creates the basis for communication (Hainstock 1999, p. 98 – 99).

At Montessori⁵ schools two different approaches to learning a second language are used:

Exploratory – where “children are taught the rudiments of vocabulary and grammar while being introduced to a new culture.” These classes are mostly intended as a beginning for further learning. They are not so intensive, because children have language classes only once or twice a week for about 30 minutes.

As the aim of these classes is not to force children to speak perfect English, children are not expected to become as fluent as they are in the immersion programs.

Immersion – „Immersion programs allow children to learn the target language similarly to the way they learned their native language — by being completely immersed in acquiring language from the environment. Children in immersion programs quickly become bilingual“.

This approach is not only good for children´s mental development, but they also learn the importance of communication in building relationship

with other people and society.

4.7.1 Learning Material

Materials for teaching English correspond to the materials used in common lessons.

However, as Hainstock (1999, p. 104) states EFL material should support interaction and imagination. Imagination is important in transition from concrete to abstract.

As Rýdl states (2006, p. 52) Montessori preferred concrete and real didactic materials such as different kinds of cards, boxes, pictures or real small objects. For example, when teaching vocabulary, a guide uses words from real life, which children know or which can preferably be shown up in the classroom. Since a word is linked with a real

image of an object it helps children to memorize a word easily (Appendix C).

The maximum amount of new words during one lesson should be six. Another good

way to support effective English learning is to link words to physical movement.

For this purpose easy English songs and rhymes are very helpful.

Children unconsciously link words with sounds and movement and learning new words becomes easier for them. Some teachers at Montessori schools also can play an instrument and make a class more interesting.

When using tangible materials, the principle of order should be observed. In reality it means that children put cards in columns, lines etc. and after using then, they put

them back to particular boxes and drawers. For example at Montessori school in Vienna⁶ children had to work on tasks while sitting on a carpet which defined their

work space. A work rug is one of the specific learning aids that is typical for

6 Based on the author´s own experience gained at Montessori class at Pädagogische Hochschule Wien

Montessori pedagogy. Carpets secure children’s personal space while they work on their own task.

The rule is that every single person, who wants to cooperate with another one, always

has to ask, if they can join them or if they can borrow something, which is on the carpet. Without a polite request a child cannot take whatever they want.

Children in Montessori are used to checking their results on their own. For example, a lot of cards have a solution on the other page so that children can immediately check up the right answer. It brings them calm, because there is no rushing and competing, who has it all right or who is done first. Ability of self-control contributes to the fact that teaching a foreign language at Montessori school can start already at the preschool education. Guides focus mostly on communication and using tangible materials during a three period lessons, which makes the whole adoption of language easier for them.

THEORETICAL PART