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The Language The Language ImmersionImmersion
Montessori Classroom
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Kateri Carver-Akers, PhD International Montessori School www.imsnc.org
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Benefits of Bilingualism
Has a positive effect on intellectual growth and enriches and enhances a child's mental development
Leaves students with more flexibility in thinking, greater sensitivity to language, and a better ear for listening
Improves a child's understanding of his/her native language
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Terms, definitions and models World languages, L2, target language, heritage
language, dual language, ESL, FLE, ELE , immersion, bilingual programming..
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Terms, definitions and models World languages, L2, target language, heritage
language, dual language, ESL, FLE, EL* , immersion, bilingual programming, etc…
Language Immersion Montessori (LIM) or Montessori Language Immersion
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Terms, definitions and models World languages, L2, target language, heritage
language, dual language, ESL, FLE, ELE , immersion, bilingual programming,
Language Immersion Montessori (LIM) or Montessori Language Immersion
50/50 , 80/20, 90/10, TWI (Two-way immersion), partial immersion, 1wayI (One way immersion)
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Tokyo, Japan
Jakarta, Indonesia
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The Bilingual Montessori School of Paris
Founded in 1972, The Bilingual Montessori School of Paris is an international, multicultural, bilingual
school dedicated to guiding and nurturing childrens' full development by providing a learning atmosphere that promotes peace,
harmony and respect based upon Montessori principles of education.
The Bilingual Montessori School of Paris seeks to aid and inspire children of all races, color, creed, nationality and religion.
Listen to the child, to the child’s rhythm. Respect our environment, the self, and all of us who make up mankind. ~ Barbara Baylor Porter
L’Ecole Montessori Bilingue de Paris a été crée en 1972. C’est une école bilingue internationale et multiculturelle. Cette école
s’attache à guider, à prendre soin, et à permettre un développement complet de l’enfant, dans une ambiance d’apprentissage,
basée sur le respect, la harmonie et la paix selon la pédagogie Montessori.
L’école aide et inspire les enfants de toutes races, culture, religion et nationalité.
Ecouter l’enfant, respecter son rythme. Se respecter soi-même et les autres, respecter son environnement et l’ensemble de l’humanité. ~ Barbara Baylor Porter
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Language Immersion Montessori Of all the Montessori schools in the US, the few
schools that have bilingual or immersion programming use:
- “Dual teacher language model”
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Language Immersion Montessori Of all the Montessori schools in the US, the few
schools that have bilingual or immersion programming use :
“Dual teacher language model”There are NO “Dual teacher language” models in all
the professional research done in the past 30 years on second language acquisition.
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
b. Montessori schools know the models but made a conscious decision to go an alternative direction
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
b. Montessori schools know the models but made a conscious decision to go an alternative direction
c. Montessori schools do not know about language acquisition research or about the various language acquisition models available to choose from
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
b. Montessori schools know the models but made a conscious decision to go an alternative direction
c. Montessori schools do not know about language acquisition research or about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement their chosen model
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
b. Montessori schools know the models but made a conscious decision to go an alternative direction
c. Montessori schools do not know about language acquisition research or about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement their chosen model
e. Montessori school know the research and desired model but have various constraints:
- facility
- funding
- staffing
- solid long term plan for bi-literacy
- parent buy-in
- fears
f. … 18
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How do L2 programs choose a model?
Desired outcome Student population
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Why do Montessori Schools use the “Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early child
b. Montessori schools know the models but made a conscious decision to go an alternative direction
c. Montessori schools do not know about language acquisition research or about the various language acquisition models available to choose from
d. Montessori schools know the models but do not know how to implement their chosen model
e. Montessori school know the research and desired model but have various constraints:
- facility
- funding
- staffing
- solid long term plan, ( for bi-literacy),
- parent buy-in
- fears
f. … 20
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment Affective Filter
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Literacy focus and knowledge of grammar
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A Montessori Journey: 1907-2007 published by NAMTA
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Knowledge of grammar and strong literacy Intentional Language L2 teaching strategies
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9 Elements for Successful Language Acquisit ion Environments & Montessori
Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Knowledge of grammar and strong literacy Intentional Language ESL or L2 teaching strategies Modeling
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9 Elements for Successful Language Acquisit ion Environments & Montessori Environments
Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Knowledge of grammar and strong literacy Intentional Language ESL or L2 teaching strategies Modeling Cultural Competency
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1 GREAT Reason why Bilingualism supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadorsBilingual cultural diplomacy
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1 GREAT Reason why Bilingualism supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadorsBilingual cultural diplomacy
6. Respect and Recognition of Cultural Diversity and Heritage
7. Global Intercultural Dialogue
8. Justice, Equality and Interdependence
9. Protection of Human Rights
10.Peace and Stability
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Language Immersion Montessori
LANGUAGE
ACQUISITIONMONTESSORI
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Elementary Language Immersion Montessori
80/20 immersion model
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The ‘How-to’ of LIM
Program development Characteristics of successful immersion programs Language Immersion Montessori teachers Target Language usage and best practices in a LIM Parent Education Materials Measuring Outcomes
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Program development- over 6 yrs.
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Avg. Total # 7 14 22
7 returning 3rd years
7 returning 2nd years
7 returning 2nd years
Prep Space & Materials
6-8 rising 1st
yrs.
7-8 rising 1st
yrs.
8 rising 1st
yrs.
6 months Year 1 Year 2 Year 3 Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt6.5 to 9.5
hrs
Prep
Space & Materials
8 to 10 2.5 - 3 yr.
olds
6 to 8 3 yr. olds
8 3 yr. olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead1 Assnt 1 Assnt 3 Assnts
3.5 hrs /day 6.5 hrs/day 9.5 hrs 6.5 hrs/day 6.5 hrs/day 6.5 hrs/day
Primary Classroom 3-6 yr. olds
Lower Elementary 6-9 yr olds
Program Dir. yr. 1 PT ; yrs 2-3 FT PT English Teacher PT Music / P.E./ Art
STAFFING
Staffing
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Prep
Space & Materials 3 months
Lead -PT
Primary Classroom 3-6 yr. olds
Staffing
Program development- year 1
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Program development- year 2
Avg. Total # 9 16
9 returning
4 yr olds
Prep Space & Materials
8 to 10 2.5 - 3
yr. olds
6 to 8 new 3 yr.
olds 3 months Year 1 Year 2
Lead -PT 1 Lead 1 Lead1 Assnt 1 Assnt
3.5 hrs /day 6.5 hrs/day
Primary Classroom 3-6 yr. olds
Staffing
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Program development- year 3
Prep Space & Materials
6 months Lead -FT
Avg. Total # 9 16 24
8 returning 5 yr. olds
NOTE: length of day:
6.5-9.5 hrs
9 returning 4 yr. olds
8 returning 4 yr. olds
Prep
Space & Materials
8 to 10 new 2.5 - 3
yr. olds
6 to 8 new 3 yr.
olds
8 new 3 yr.
olds 3 months Year 1 Year 2 Year 3
Lead -PT 1 Lead 1 Lead 1 Lead1 Assnt 1 Assnt 3 Assnts
3.5 hrs /day 6.5 hrs/da y 9.5 hrs
Primary Classroom 3-6 yr. olds
Lower Elementary 6-9 yr olds
STAFFING
Staffing
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Program development- year 4 Avg. Total # 7
Prep Space & Materials
6-8 rising 1st
yrs.
6 months Year 1 Lead -FT 1 Lead
Avg. Total # 9 16 24
8 returning 5 yr. olds
NOTE: length of day:
6.5-9.5 hrs
9 returning 4 yr. olds
8 returning 4 yr. olds
Prep
Space & Materials
8 to 10 2.5 - 3
yr. olds
6 to 8 new 3 yr.
olds
8 new 3 yr.
olds 3 months Year 1 Year 2 Year 3 Year 4
Lead -PT 1 Lead 1 Lead 1 Lead1 Assnt 1 Assnt 3 Assnts
3.5 hrs /day 6.5 hrs/da y 9.5 hrs 6.5 hrs /day
Primary Classroom 3-6 yr. olds
Lower Elementary 6-9 yr olds
Program Dir. yr. 1 PT ; yrs 2-3 FT PT English Teacher PT Music / P.E./ Art
STAFFING
Staffing
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Program development- year 5 Avg. Total # 7 14
7 returning 2nd years
Prep Space & Materials
6-8 1st yrs.
7-8 rising 1st
yrs.
6 months Year 1 Year 2 Lead -FT 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt6.5 to 9.5
hrs
Prep
Space & Materials
8 to 10 2.5 - 3
yr. olds
6 to 8 3 yr. olds
8 3 yr. olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts3.5 hrs /day 6.5 hrs /day 9.5 hrs 6.5 hrs/day 6.5 hrs/day
Primary Classroom 3-6 yr. olds
Lower Elementary 6-9 yr olds
Program Dir. yr. 1 PT ; yrs 2-3 FT PT English Teacher PT Music / P.E./ Art
STAFFING
Staffing
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Program development- year 6 Avg. Total # 7 14 22
7 returning 3rd years
7 returning 2nd years
7 returning 2nd years
Prep Space & Materials
6-8 rising 1st
yrs.
7-8 rising 1st
yrs.
8 rising 1st
yrs.
6 months Year 1 Year 2 Year 3 Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt6.5 to 9.5
hrs
Prep
Space & Materials
8 to 10 2.5 - 3 yr.
olds
6 to 8 3 yr. olds
8 3 yr. olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead1 Assnt 1 Assnt 3 Assnts
3.5 hrs /day 6.5 hrs/day 9.5 hrs 6.5 hrs/da y 6.5 hrs/day 6.5 hrs/day
Primary Classroom 3-6 yr. olds
Lower Elementary 6-9 yr olds
Program Dir. yr. 1 PT ; yrs 2-3 FT PT English Teacher PT Music / P.E./ Art
STAFFING
Staffing
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Characteristics of successful immersion programs
- Teaching literacy in the target language first
- Teaching literacy in one language at a time- Teach literacy in native language second- All lessons take place in one language
- Restrict entry after 1st grade
- Well developed curriculum with materials
- Family commitment
- Enrollment retention
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Language Immersion Montessori teachers – lessons learned
Speak target language at near native fluency Speak English Experience teaching the language – desired Experience with children General / college educational requirements of the school Montessori certification Good computer skills Teaching to read in target language Knowledge of children’s songs from the culture Excellent intentional language
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons of the same content delivered in target language
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Target Language Usage andTarget Language Usage and Best Practices Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
- All written material in the classroom - target language
- Cursive vs. Print
- Conference Reports and Communication
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons in target language- A Plan for Bi-literacy- A Plan for specials ( P.E. Music Art etc)
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Parent Education Will my child feel at ease in a LIM classroom? Will my child loose his/her English? Will my child learn to read in English? How well can s/he speak? Read? Write? How much will s/he retain after leaving Primary? What if I do not speak the language?
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Use media to demonstrate: video & audio recording
Use scholarly research on language acquisition
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Materials
MAKE, MAKE and make some more! Hire a separate PT person for this Be efficient in design and with resources Standardize: fonts, colors, styles
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Most all works made on labels
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in
l e pin
l e v in
l e l apin
l e jardin
ein
l a pein ture
l e cein ture
l e rein
l e pl ein
ain
l a m ain
l e train
l e pain
l e pou l ain
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Measuring outcomes Have a plan to document fluency Have a plan to document writing Use tools that measured outcomes and that are
normed by age, state or nationally Do OPIs – and other tools for measuring language
acquisition
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GRACIAS
DANKE
MERCI
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