Part 2: ML part 2:Whole World LOTE for a Whole World Movement
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Esperanto is the best first foreign language for schools because it offers the most SUCCESS and the most ACCESS to other cultures. View to see why Esperanto takes as little as 100 hours to learn (to the level that takes 600 hours in Italian and 2200 in Mandarin), and to meet a dozen or so of the rich diversity of global classrooms already using Esperanto as their first foreign language.
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Part 2: ML part 2:Whole World LOTE for a Whole World Movement
- 1. Montessori LOTE Part 2: Whole World LOTE for a Whole World Movement
- 2. Plenty Valley Montessori 2000 Esperanto is the best language to teach by the Montessori method because the regular pronunciation means that a child practicing independently does not rehearse mistakes.
- 3. The Foothills School 1994-1999
- 5. The World of Primary Esperanto
- 6. Esperanto is a well-designed, purpose-built language for intercultural communication.
- 8. ...and access to the widest possible range of cultures
- 9. 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)
- 10. Because of special features such as... 28 matched sound/symbols abcĉdefgĝhĥijĵklm noprsŝtuŭvz
- 11. .....and... one emphasis rule: “Emphasis falls on the second-last syllable”. La hundo dormas trankvile.
- 12. ...and.... integral grammar markers: blua, ruĝa, nigra, alta, vasta, granda, malgranda, hundo, kato, fiŝo, ĉevalo, bovo, birdo, tablo, domo,
- 13. ....and... More word-building: less rote-learning sheep: ewe and lamb, dogs: bitch and puppy, horses: mare and foal
- 14. ....and... Simple cases, regular tenses dancis dancas dancos kantis kantas kantos kisis kisas........
- 15. ....and... Common roots blua, ruĝa, nigra, alta, vasta, granda, malgranda, hundo, kato, fiŝo, ĉevalo, bovo, birdo, tablo, domo, dancas, muzikas, kantas, kisas, saltas,
- 17. ...and... The correlative table which allows you to deduce 48 fiddly little words that you would otherwise have to remember!
- 18. Why Esperanto provides success: Sound-symbol correlation Consistent emphasis Transparent grammar Regular word-building Regular tenses Complete correlative table Common roots
- 19. Well before the hundred hours are done, a worldwide multicultural community awaits you...in China....
- 21. ...India...
- 24. .....Benin.....
- 25. ....Poland....
- 27. ....Democratic Republic of the Congo...
- 28. ......USA.......
- 31. ....Pakistan...
- 32. ....... and around 100 other countries.
- 33. This picture was taken outside a Swiss school during an Esperanto LOTE interchange with Australian visiting students.
- 34. Esperanto gives our students: Success in Languge Learning and Access to Global Cultures
- 35. Just do it! These materials are designed to lead you to lead your children, from what you all know to what you don’t - about languages in general and Esperanto in particular, and to put your new language to good use.
- 36. 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
- 37. M • Teachers teach small groups as needed. O • Learners practice independently using shelf materials related to the main N lessons. T E • Teachers integrate LOTE use into greetings and routines and then into other S learning activities as the class becomes S ready. O • Teachers and learners R use their LOTE skills I to explore world cultures of their choice.
- 38. www.mondeto.com
- 39. About the Author Penelope Vos (BSc Dip Ed) is a teacher, author and CEO of Mondeto Educational Resources. She is a graduate of Murdoch University and the Montessori World Education Institute, 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 Deep Competence in Languages at School" (2007) and "Talking to the Whole Wide World" (2009), a stand-alone resource to equip primary school generalists to teach a second language to fluency, in a context of global intercultural awareness, without prior training.The International Montessori Conference, 2010 saw the launch of the long-in-development “Talking to the Whole Wide World” Montessori Materials. Thank you
Editor's Notes
- 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
- The year I started Montessori teaching, Helen Wheatley gave my class of soon-to-be 6-9 Directors this advice about making bilingual materials. I was very surprised because, for several years I had been teaching Esperanto, but I thought it was rather a well-kept secret.\n
- I’d been teaching it here, at the Foothills school, as a result of an unusually serious review we’d held of our goals and our resources in relation to LOTE. The results had been fantastic.\n
- What do you think? Quite likely you might not know much about it yet, so here is a quick introduction to a special and useful language.\n
- These are some fine Montessori kids moving the World. The girl in front is my daughter.\n
- Here’s what Esperanto is...\n
- And the two big things it offers. As one of the directors currently teaching Esperanto reminded me “Success breeds success” and nothing is more engaging than achievement.\n
- Some languages offer intercultural contact with one country, some several, but no language offers the spread and diversity that Esperanto offers. I’ll show you some of these soon.\n
- First, what is it about Esperanto that makes it so especially conducive to success?\nYou can see that the difference in learning time between different languages is enormous and that many of them bear no relationship at all to the amount of time which is realistically available.\n
- Being absolutely phonetic is a good start. Many children who cannot spell or decode well in English can do so in Esperanto, which can be important for their self-esteem.\n
- This allows confident, and correct, reading aloud- right from the beginning.\n
- This “transparent grammar” makes it easier to understand, as well as throwing useful light on grammar for English and other literacy.\n
- Do you see how regular word-building provides a complete vocabulary more efficiently than is usual? One consequence of this is that Esperanto students spend much more class time practicing higher-order thinking skills such as synthesis and analysis, and less time practicing lower-order skills such as recognition and recall.\n
- All natural languages have irregular verbs which obstruct successful mastery of a whole language in the tme available. Our primary children are currently dealing with the irregularities of English. What is all-too-familiar to them is random idiosyncracies in language. What they need to see is the underlying order, clearly visible in Esperanto.\n
- Looking again at these lists of adjectives, nouns and verbs, it is easy to guess which one is blue, big, cat, bird, dance and kiss and a child who learns that “ruĝa “ is red and “bildo” is a picture will find “rouge” and “bild” easier to learn later.\n
- Studies have shown that learning Esperanto as a first foreign language actually saves time, like sharpening an axe takes time but might save even more. This is true even for Japanese, which has few common roots with Esperanto.\n
- English has elements of this table in the way here, there and where look (and are) related and what, where, why and who look and are related.\nThe table is complete in Esperanto, enabling reason to substitute for memory until it becomes comfortably established.\n
- So it is no wild claim that Esperanto is six times quicker to learn than Italian, which is probably the next easiest for us. There are solid reasons why this is so. \nWhy that matters is because: success breeds success, and because our children have a lot to learn about being global citizens in a culturally diverse world.\n
- These Chinese children are learning and using Esperanto before they learn harder foreign languages like English.\n
- Japan is quite a different culture in economically and politically.\n
- India offers especially interesting religious traditions ....\n
- Brazil is the only part of South America that speaks Portugese. What cultural implications does that have? Ask them!\n
- All of these photos are of real Esperanto students, you can see the green star of the Esperanto flag on the back wall.\n
- Official Australian LOTE selection is skewed towards “economically important” languages. But shouldn’t our children also get to know the global majority who live on less than $2 a day? They are also part of our global reality.\n
- Poland- where it all started. This group has an internatonal visitor who has come to talk with them in Esperanto.\n
- Esperanto is alive and well in Nepal.\n
- And in DRC. In Africa, especially the French parts, Esperanto is growing in popularity very fast among the young. Dozens of new schools start teaching it every year now.\n
- These are girl guides who use Esperanto for JOTI (jamboree over the internet)\n
- This school is named after Zamenhof and has had Esperanto in its core curriculum from scratch. It has a wonderful reputation for academic excellence.\n
- Aren’t these kids cute? I use them all over my website because they are such characters!\n
- If not through Esperanto, Pakistan is one culture that Australians would rarely explore- but it is an option.\n
- I have shown you only a few of the cultures accessible by your class through Esperanto. The whole list would be 8-10 times longer.\n
- and these are cultures you could really communicate with in Esperanto, in the couple of hundred hours you can afford in primary school. It is very unlikely that these primary kids could have done ths exchange in any other school-only language.\n
- So, how do we go about giving them this experience?\n
- You will be breaking the failure cycle that comes from (1) teachers showing that they value all subjects but LOTE and (2) leaving LOTE 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 Montessori 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
- What’s Montessori about these materials? Here are some ideas.\n\n
- A fuller exploration of some of issues, strategies and resources can be found at this website. I hope it helps provide more of our children with an effective language “immersion” experience within a consistent and integrated Montessori environment. \n
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