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The Language The Language ImmersionImmersion

Montessori Classroom

hos@imsnc.org

Kateri Carver-Akers, PhD International Montessori School www.imsnc.org

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

Terms, definitions and models World languages, L2, target language, heritage

language, dual language, ESL, FLE, ELE , immersion, bilingual programming..

language, dual language, ESL, FLE, EL* , immersion, bilingual programming, etc…

Language Immersion Montessori (LIM) or Montessori Language Immersion

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)

Tokyo, Japan

Jakarta, Indonesia

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

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”

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.

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

How do L2 programs choose a model?

Desired outcome Student population

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

9 Elements for Successful Language Acquisit ion Environments & Montessori

Environments Differentiation

Environments Differentiation Highly contextualized and highly interactive environment

Environments Differentiation Highly contextualized and highly interactive environment Affective Filter

Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring

Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Literacy focus and knowledge of grammar

A Montessori Journey: 1907-2007 published by NAMTA

Environments Differentiation Highly contextualized and highly interactive environment Affective Filter Monitoring Knowledge of grammar and strong literacy Intentional Language L2 teaching strategies

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

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

1 GREAT Reason why Bilingualism supports the Montessori Philosophy

Peace Education

Bilingual cultural ambassadorsBilingual cultural diplomacy

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

Language Immersion Montessori

LANGUAGE

ACQUISITIONMONTESSORI

Elementary Language Immersion Montessori

80/20 immersion model

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

Program development- over 6 yrs.

Avg. Total # 7 14 22

7 returning 3rd years

7 returning 2nd years

Prep Space & Materials

6-8 rising 1st

7-8 rising 1st

8 rising 1st

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

Space & Materials

8 to 10 2.5 - 3 yr.

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

Space & Materials 3 months

Lead -PT

Staffing

Program development- year 1

Avg. Total # 9 16

9 returning

4 yr olds

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

Staffing

6 months Lead -FT

8 returning 5 yr. olds

NOTE: length of day:

6.5-9.5 hrs

Space & Materials

8 to 10 new 2.5 - 3

yr. olds

6 to 8 new 3 yr.

8 new 3 yr.

olds 3 months Year 1 Year 2 Year 3

3.5 hrs /day 6.5 hrs/da y 9.5 hrs

STAFFING

Staffing

Program development- year 4 Avg. Total # 7

6-8 rising 1st

6 months Year 1 Lead -FT 1 Lead

NOTE: length of day:

6.5-9.5 hrs

Space & Materials

8 to 10 2.5 - 3

yr. olds

6 to 8 new 3 yr.

8 new 3 yr.

olds 3 months Year 1 Year 2 Year 3 Year 4

3.5 hrs /day 6.5 hrs/da y 9.5 hrs 6.5 hrs /day

STAFFING

Staffing

Program development- year 5 Avg. Total # 7 14

6-8 1st yrs.

7-8 rising 1st

6 months Year 1 Year 2 Lead -FT 1 Lead 1 Lead

Avg. Total # 9 16 24 1 Assnt6.5 to 9.5

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

STAFFING

Staffing

Program development- year 6 Avg. Total # 7 14 22

7 returning 3rd years

6-8 rising 1st

7-8 rising 1st

8 rising 1st

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

Space & Materials

8 to 10 2.5 - 3 yr.

6 to 8 3 yr. olds

8 3 yr. olds

3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

3.5 hrs /day 6.5 hrs/day 9.5 hrs 6.5 hrs/da y 6.5 hrs/day 6.5 hrs/day

STAFFING

Staffing

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

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

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

- Cursive vs. Print

- Use traditional Montessori names of works and terms

- Cursive vs. Print

- L.I. Strategies for the classroom

- Cursive vs. Print

- Flexibility

- Cursive vs. Print

- Flexibility

- All lessons of the same content delivered in target language

- Cursive vs. Print

- Flexibility

- All lessons in target language- A Plan for Bi-literacy- A Plan for specials ( P.E. Music Art etc)

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?

Use media to demonstrate: video & audio recording

Use scholarly research on language acquisition

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

Most all works made on labels

l e pin

l e v in

l e l apin

l e jardin

l a pein ture

l e cein ture

l e rein

l e pl ein

l a m ain

l e train

l e pain

l e pou l ain

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

GRACIAS