Combining Montessori Principles and Language Learner Autonomy

The opening talk of the conference will be given by Leni Dam & Birgitta Berger. They will focus on their joint work on supporting Learner Autonomy in a Montessori School setting:

 

Combining Montessori principles and learner autonomy in foreign language teaching and learning –experiences from courses with Montessori teachers

Birgitta Berger, Integrative Montessori-Schule an der Balanstraße, Munich,

Leni Dam, previously University College, Copenhagen.

 

In developing a new pedagogy centred on the child, Maria Montessori focussed on the early years of childhood and education. Foreign language teaching and learning was not relevant for this age group at that time,  which is why there is no original Montessori “method” for teaching foreign languages. As a result, many EFL and other language teachers in Montessori schools have stuck to “traditional” forms that are often teacher- and teaching centred.

 

However, when looking at the basic principles for teaching and learning developed by Montessori early in the twentieth century and the principles underlying the development of language learner autonomy e.g.  as described in Little, Dam & Legenhausen (2017), many similarities can be observed:

• The focus on enabling learners to become capable individuals as a main goal,
• the focus on the individual learner and his/her development and thus the need for differentiation and what this implies for carrying out foreign language teaching and learning,
• the need to stimulate intrinsic motivation,
• the role of the teacher in this setting, being the one responsible for the fact that learning takes place,
• the issue of life-long learning.

 

As the title indicates, our talk will describe our experiences from courses with Montessori teachers which aim to combine the two sets of principles into foreign language education in our schools. It will include:

• The timing and contents of the courses.
• Aspects of the courses that in our view supported change and innovation in the classes of the participants.
• Hurdles when it comes to change and innovation, many of which apply to teachers beyond the Montessori classroom.

 

In our conclusion, we will sum up what one could call ‘Golden rules for change and innovation’ – hoping to inspire any teacher or teacher educator who wants to develop his or her own practice further.