Montessori Foreign Language Education

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Let your students learn their first foreign language by the same Montessori approach that they use for the rest of their education. You can learn in the same way.

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  • Montessori Education is a world-wide movement reflecting her global vision of a better world through education. \nWe have a new opportunity to realize that vision.\n
  • Montessori schools care for the whole child and aim to preserve and develop their potential in every respect so we don’t want to waste the opportunity of an early start.\n
  • LOTE is valuable but requires choice: even the common benefits are not equivalent. \n\nFor example, what French and Mandarin can contribute to English literacy is not at all the same and some languages access more cultures than others.\n
  • On the other hand, languages compete so that starting Japanese in children’s house can effectively deprive a child of a chance to master an indigenous language, or Italian. How can a mixed class be started on the right track for each child?\n
  • The latest thinking is that the best start is to choose a first language that children can learn thoroughly, and then transfer those skills to languages chosen when the child is old enough to make a choice.\n
  • Of course, in a Montessori environment, the teacher is not the sole source of knowledge but it is important that the material presented in the classroom is not in any way beyond the reach of the teacher.\n
  • A LOTE easy enough to offer success to every teacher and child in primary school would mean that LOTE no longer needs to interrupt the functioning of the Montessori classroom but could be integrated into the usual program.\n Is there such a language?\n
  • In case you are not very familar with this language, I have a 2.5 minute introduction here to show you.\nYou can also view it on Youtube, just google “The World of Primary Esperanto”.\n
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  • Dependence on specialists in primary is anomalous. Usually we don’t expect children to learn anything too difficult or too irrelevant for their teachers to know.\nSo (1) teachers model valuing of everything but LOTE and (2) only LOTE is subject to late starts, interuptions, complete restarts, infrequent lessons, unfamilar teachers and non-Montessori methodology. This no longer needs to be the case!\n\n\n
  • These materials put LOTE education in the same reliable hands which successfully manage all 7 other key Learning areas, without imposing on teachers out of school hours. (Importation of supervision or enrichment relief staff during DOTT time is then freed up to be used however the teacher prefers.)\n
  • 1.“Seriousness” of LOTE programs is critical to success- JLB\n3. What values do your LOTE choice convey? “rich countries matter?” Is your choice passive? (they say we should do Asian languages now) Or aggressive? (we’re too busy, let other people learn English) Or just right? (We all have other things to do than learn languages, let’s meet in the middle for a start).\n4. Not dependent on specialists\n6. Higher level thinking skills, explicit grammar, no exceptions\n7. Students may not discover a need for another language until they are adults- complete mastery of a second language will help more than a smattering of the wrong one.\n
  • Lo Bianco observes that “immersion” (where children use their LOTE for school routines and some learning in other subjects) works, and this program is by far the most practical way of providing immersion opportunities in a consistent and integrated Montessori environment. \n
  • A fuller exploration of some of issues, strategies and resources can be found at this website. Thank you for your time.\n
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  • Montessori Foreign Language Education

    1. 1. Montessori LOTEIntercultural Language-Other-Than-English Mastery in Primary School
    2. 2. Focus on the Child Early childhood is a sensitive period for language acquisition.
    3. 3. All LOTE helps... brain development, literacy,intercultural perspective, empathy, and confidence...but not to same degree
    4. 4. ...and specific languages offer essentially different opportunities todifferent children
    5. 5. Language Apprenticeship The 2-step process enables many more children to to “a universal apprenticeship master a target in learning how to learn language. languages” in primary school will allow students to“successfully transfer such skills to other languages” (Prof. Joe Lo Bianco)
    6. 6. Accessible LOTEA first LOTE specificallychosen to be accessible forstudents offers the excitingpossibility of beingaccessible to their normalteachers too.This provides continuity,regular contact andopportunities for integrationand immersion.
    7. 7. Montessori Everything 10% 20% 10%English ArtsScience HSIE 10%LOTE MathsHDPE Tech 20% 10% 10% 10% Even LOTE!
    8. 8. Yes! It is.. E PERANTO: affordable communication
    9. 9. The World of Primary Esperanto
    10. 10. Esperanto is a well-designed, purpose-built language forintercultural communication.
    11. 11. It offers success....
    12. 12. ...and access to the widest possible range of cultures
    13. 13. Esperantoincreases language-learning potential
    14. 14. Esperanto provides success by being available in ***** 100 hours ***** French Italian, Spanish, Portugese 600 Dutch German, Scandinavian 600 Greek 800 Russian 1100 Arabic 1500 Chinese/Japanese 2200 (Alex McAndrew, Director, Sydney University School of Languages)
    15. 15. Because of special features such as... 28 matched sound/symbols abcĉdefgĝhĥijĵklm noprsŝtuŭvz
    16. 16. .....and... one emphasis rule: “Emphasis falls on the second-last syllable”. La hundo dormas trankvile.
    17. 17. ...and.... integral grammar markers: blua, ruĝa, nigra, alta, vasta, granda, malgranda, hundo, kato, fiŝo, ĉevalo, bovo, birdo, tablo, domo,
    18. 18. ....and... More word-building: less rote-learning sheep: ewe and lamb, dogs: bitch and puppy, horses: mare and foal
    19. 19. ....and... Simple cases, regular tenses dancis dancas dancos kantis kantas kantos kisis kisas........
    20. 20. ...and... The correlative tablewhich allows you to deduce 48 fiddly little words that you would otherwise have to remember!
    21. 21. ...and... The correlative tablewhich allows you to deduce 48 fiddly little words that you would otherwise have to remember!
    22. 22. Well before the hundred hours are done, aworldwide multicultural community awaits you...in China....
    23. 23. ......Japan......
    24. 24. ...India...
    25. 25. ..... Brazil .....
    26. 26. ......Hungary........
    27. 27. .....Benin.....
    28. 28. ....Poland....
    29. 29. ......Nepal........
    30. 30. ....Democratic Republic of the Congo...
    31. 31. ......USA.......
    32. 32. .......Togo........
    33. 33. .......Germany......
    34. 34. ....Pakistan...
    35. 35. ....... and around 100 other countries.
    36. 36. This picture was taken outside a Swiss school during an Esperanto LOTE interchange with Australian visiting students.
    37. 37. Esperanto has long been effective as a quickly accessible target language. What is new is recognition that:1. It saves more time 2. Its unique simplicitythan it uses towards frees it from mastery of a third dependence on language. language specialists.
    38. 38. Empowering Change These new materials enable teachers to Jen Mondeto Estas mond’ de rido Mond’ de larm’ Mond’ espera Mond’ de tim’ learn Esperanto Similas tion ni Ke bone sciu ni Ja mondeto estas ĝi Ja mondeto estas ĝi while teaching the ink! 1 Ja mondeto estas ĝi entire working e Esperanto alfabeto (alphabet) looks like this -> Ja mondeto estas ĝi Esperanto You can hear and practise the sounds at this site: Mondeteto Al la mondo ne mankas problemoj Pri klimato kaj mono kaj pli http://en.lernu.net/lernado/ekzercoj/ ash/alfabeto/ index.php Sed ni, la junuloj komprenas Nur eksistas unu lun’ Ke ĝi estos la mondo de ni What do you notice about the Esperanto alphabet compared to English? Kaj la ora sun’ Rekantaĵo: language to their Rido por ĉiu montras Ĉu ni riĉas 1. e Esperanto alphabet has _________ letters representing 28 sounds. Amikecon Amikoj Estas Niĉu ni ne riĉas, nu ja, jes ja aŭ 2. It follows the same ________________ as English. Ni devas dividi 3. ______ and ________ are missing. Kvankam montoj estas altaj 4. Extra letters with accents _________ the familiar ones they most resemble. Inter la tuta homar Kaj la maroj estas vastaj kaj vi Kune mi 5. e accent on ________ is upside down and rounded compared to the others. Por konservi la plantojn kaj bestojn Amikoj estas ni Ja mondeto estas ĝi Por vivi dumlonge en pac e proper names for ^ and ˘ are “circum ex” and “breve” classes.© Penelope Vos 2009 Vi kaj mi Por kunĝui etoson Ni devas kunstrebe koncerte www.mondeto.com but many people call them “hats” and “dips”. Pli kaj pli malaĉ e vowels look the same as in English and appear in the same order. 6. ey are:_________,__________,__________,___________,_________ Rekantaĵo Amikoj estas ni! but in Esperanto they are always pronounced as in the sentence : Kulturoj kaj lingvoj malsamas “Are there three or two?” Kompreno ja estas de How would you spell your name in Esperanto so people will read it correctly? Kune mi kaj ŝi... per Esperanto, ni pretas Sed, ___________________________ Kune mi kaj li..... eĉ pli kaj eĉ pli Eklerni 7. Knowing the alphabet is important © Penelope Vos 2009 www.mondeto.com so that you can use a _____________ __________ to nd the meanings of words. P. Vos 2010© Penelope Vos 2009 www.mondeto.com
    39. 39. Benefits of Montessori Esperanto LOTE• Success: “seriousness” and functional bilingualism• Access to the most diverse selection of World Cultures• Modeling assertive (not passive or aggressive) values• Early start and Continuity• As little as 100 hours - leaves time for other priorities• Optimal cognitive benefits, literacy support, confidence• Flexibility for later language learning
    40. 40. M • Teachers teach small groups as needed.O • Learners practice independently using shelf materials related to the mainN lessons.TE • Teachers integrate LOTE use into greetings and routines and then into otherS learning activities as the class becomesS ready.O • Teachers and learnersR use their LOTE skillsI to explore world cultures of their choice.
    41. 41. www.mondeto.com
    42. 42. About the AuthorPenelope Vos (BSc Dip Ed) is a teacher, author and CEO ofMondeto Educational Resources.She is a graduate of Murdoch University and the Montessori World EducationInstitute, and has twenty years of teaching experience, in Science, Art and Esperanto,as well as general Montessori teaching at Treetops Montessori, in Darlington, WA.Her most recent books are "Australian LOTE: Achieving Broad and DeepCompetence in Languages at School" (2007) and "Talking to the Whole WideWorld" (2009), a stand-alone resource to equip primary school generalists to teach asecond language to fluency, in a context of global intercultural awareness, withoutprior training. The International Montessori Conference, 2010 will see the launch of the long-in-development “Talking to the Whole Wide World” Montessori Materials. Thank you

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