Second Language Corner for Children’s House
A Practitioner–Researcher Journey Into Bilingualism in Montessori Education
Keywords:TESOL, bilingualism, L2, Montessori, qualitative research, young learners
This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.
Bagby, J. H. (2007). Montessori education and practice: A review of the literature, 1996–2006, Montessori Life, 1, 1–8. https://amshq.org/-/media/Files/AMSHQ/Research/Resources-for-Research/A-Review-of-the-Literature-1996_2006.ashx?la=en
Bagby, J. H., & Jones, N. A. (2010). Montessori education and practice: A review of the literature, 2007–2009. Montessori Life, 2, 1–5. https://amshq.org/-/media/Files/AMSHQ/Research/Journal-Articles/Reviewof-the-Literature-2007_2009.ashx
Bagby, J., Wells, K., Edmonson, K., & Thompson, L. (2014). Montessori education and practice: A review of the literature, 2010–2013. Montessori Life, 5, 32–41.
Berger, B., & Eßwein, L. (2016). Englisch lernen nach Montessori [Learning English according to Maria Montessori]. Herder Verlag.
Berger, B. (2019a). What about young learners? How much autonomy is possible at primary level? Independence, 76, 26–28.
Berger, B. (2019b). Materials that support learner autonomy in primary classrooms. Independence, 77, 19–21.
Biggs, J. (2006). Teaching for quality learning at university. Open University Press.
Campbell, M. H. (1998). Fort Peck combines language immersion with Montessori methods. Tribal College Journal, 9(4), 15. https://tribalcollegejournal.org/fort-peck-combines-language-immersionmontessori-methods/
Consalvo, G., & Tomazzolli, E. (2019, March 21–24). Fostering multilingual competence in a Montessori elementary school context [Poster presentation]. The Montessori Event, Washington, D.C., United States. https://amshq.org/-/media/Files/AMSHQ/Research/Conference-Handouts/2019/Poster-Sessions/Consalvo.ashx
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. California Association for Bilingual Education.
Dooly, M., & Moore, E. (2017). Introduction: Qualitative approaches to research in plurilingual education. In E. Moore & M. Dooly (Eds.), Qualitative approaches to research on plurilingual education (pp. 1–10). https://doi.org/10.14705/rpnet.2017.emmd2016.618
Epstein, P. (2012). An observer’s notebook: Learning from children with the observation C.O.R.E. Montessori Foundation.
Fafalios, I. (2007). Supporting bilingual children. Montessori Society AMI (UK). https://montessorisociety.org.uk/Articles/4333290
Farrell, T. S. C. (1994). Exploring EFL classrooms at a Korean university. English Teaching, 49, 285–309. http://journal.kate.or.kr/wp-content/uploads/2015/02/kate_49_14.pdf
Geertz, C. (1973). The interpretation of cultures: Selected essays. Basic Books.
Jacobs, S. (2016). The use of participatory action research within education: Benefits to stakeholders. Word Journal of Education, 6(3), 48–55. http://dx.doi.org/10.5430/wje.v6n3p48
Jendza, J. (2016). Foreign languages in the Montessori environment: A participatory action research—the first cycle. Beyond Philology: An International Journal of Linguistics, Literacy Studies and English Language Teaching, 13, 287–305. https://fil.ug.edu.pl/sites/default/files/_nodes/strona-filologiczny/33797/files/beyond_philology_no_13.pdf
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Lillard, A. (2008). How important are the Montessori materials? Montessori Life, 20(4), 20–25.
Lillard, A. (2011). What belongs in a Montessori Primary classroom? Results from a survey of AMI and AMS teacher trainers. Montessori Life, 23(3), 18–32. https://www.researchgate.net/publication/290448065_What_Belongs_in_a_Montessori_Primary_Classroom
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori and conventional programs. Journal of School Psychology, 50(3), 379–401. https://doi.org/10.1016/j.jsp.2012.01.001
Lillard, A., & Heise, M. (2016). Removing supplementary materials from the Montessori classroom changed child outcomes. Journal of Montessori Research, 2(1), 16–26. https://doi.org/10.17161/jomr.v2i1.5678
Menezes, V. (2013). Second language acquisition: Reconciling theories. Open Journal of Applied Sciences, 3(7), 404–412. https://doi.org/10.4236/ojapps.2013.37050
Montessori, M. (2007a). The absorbent mind. Montessori-Pierson.
Montessori, M. (2007b). The formation of man. Montessori-Pierson.
Montessori, M. (2012). The 1946 London lectures. Montessori-Pierson.
Park, C., & Lee, H. (2010). What makes a case study really qualitative? Show me your evidence, please! English Teaching, 65(4), 79–101. https://doi.org/10.15858/engtea.65.4.201012.79
Rosales Chavarría, R. (2019, September 6). Curricula development for learning languages in Montessori settings [Paper presentation]. LASIG Event, Reforming the foreign language classroom: Empowering students to take ownership. Braunschweig, Germany.
Rosanova, M. (1997). Early childhood bilingualism in the Montessori Children’s House: Guessable context and the planned environment. InterCultura Montessori School.
Rosanova, M. J. (1998). Early childhood bilingualism in the Montessori Children’s House (ED409704). ERIC. Montessori Life, 10(2), 37–48. https://files.eric.ed.gov/fulltext/ED409704.pdf
Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165–189. https://doi.org/10.17763/haer.53.2.t6177w39817w2861
Winter, C. (2020). Creating an environment for learner autonomy. Melta News, 99, 1–11. https://melta.de/wp-content/uploads/2020/06/melta_99_summer20_web3.pdf
Winnefeld, J. (2012). Task-based language learning in bilingual Montessori Elementary schools: Customizing foreign language learning and promoting L2 speaking skills. Linguistik Online, 54(4), 69–83. https://doi.org/10.13092/lo.54.284
Wysmulek, I. (2009). Montessori Method in teaching foreign languages. Наукові записки Національного університету “Острозька академія.” Серія ≪Філологічна≫ [Scientific notes of the National University “Ostroh Academy.” Philological Series], 11, 446–454. https://eprints.oa.edu.ua/255/1/11_09_18.pdf
How to Cite
Copyright (c) 2021 Romali Rosales Chavarria
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors can view article download statistics for published articles within their accounts.
Journal of Montessori Research
The following is an agreement between the Author (the “Corresponding Author”) acting on behalf of all authors of the work (“Authors”) and the Journal of Montessori Research (the “Journal”) regarding your article (the “Work”) that is being submitted for consideration.
Whereas the parties desire to promote effective scholarly communication that promotes local control of intellectual assets, the parties for valuable consideration agree as follows.
A. CORRESPONDING AUTHOR’S GRANT OF RIGHTS
After being accepted for publication, the Corresponding Author grants to the Journal, during the full term of copyright and any extensions or renewals of that term, the following:
1. An irrevocable non-exclusive right to reproduce, republish, transmit, sell, distribute, and otherwise use the Work in electronic and print editions of the Journal and in derivative works throughout the world, in all languages, and in all media now known or later developed.
2. An irrevocable non-exclusive right to create and store electronic archival copies of theWork, including the right to deposit the Work in open access digital repositories.
3. An irrevocable non-exclusive right to license others to reproduce, republish, transmit,and distribute the Work under the condition that the Authors are attributed. (Currently this is carried out by publishing the content under a Creative Commons Attribution Non-Commercial 4.0 license (CC BY-NC.)
4. Copyright in the Work remains with the Authors.
B. CORRESPONDING AUTHOR’S DUTIES
1. When distributing or re-publishing the Work, the Corresponding Author agrees to credit the Journal as the place of first publication.
2. The Corresponding Author agrees to inform the Journal of any changes in contact information.
C. CORRESPONDING AUTHOR’S WARRANTY
The Corresponding Author represents and warrants that the Work is the Authors’ original work and that it does not violate or infringe the law or the rights of any third party and, specifically, that the Work contains no matter that is defamatory or that infringes literary or proprietary rights, intellectual property rights, or any rights of privacy. The Corresponding Author also warrants that he or she has the full power to make this agreement, and if the Work was prepared jointly, the Corresponding Author agrees to inform the Authors of the terms of this Agreement and to obtain their written permission to sign on their behalf. The Corresponding Author agrees to hold the Journal harmless from any breach of the aforestated representations.
D. JOURNAL’S DUTIES
In consideration of the Author’s grant of rights, the Journal agrees to publish the Work, attributing the Work to the Authors.
E. ENTIRE AGREEMENT
This agreement reflects the entire understanding of the parties. This agreement may be amended only in writing by an addendum signed by the parties. Amendments are incorporated by reference to this agreement.
ACCEPTED AND AGREED BY THE CORRESPONDING AUTHOR ON BEHALF OF ALL AUTHORS CONTRIBUTING TO THIS WORK