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.
2. Focus on the Child
Early childhood is
a sensitive period
for language
acquisition.
3. All LOTE
helps...
brain development,
literacy,
intercultural perspective,
empathy,
and confidence
...but not to same
degree
4. ...and specific
languages
offer
essentially
different
opportunities
to
different children
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. Accessible LOTE
A first LOTE specifically
chosen to be accessible for
students offers the exciting
possibility of being
accessible to their normal
teachers too.
This provides continuity,
regular contact and
opportunities for integration
and immersion.
7. Montessori Everything
10%
20%
10%
English Arts
Science HSIE
10%
LOTE Maths
HDPE Tech 20%
10%
10%
10%
Even LOTE!
20. 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)
21. Because of special features such as...
28 matched sound/symbols
abcĉdefgĝhĥijĵklm
noprsŝtuŭvz
22. .....and...
one emphasis rule:
“Emphasis falls on the second-last syllable”.
La hundo dormas
trankvile.
42. This picture was taken outside a
Swiss school
during an Esperanto LOTE interchange
with Australian visiting students.
43. 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 simplicity
than it uses towards frees it from
mastery of a third dependence on
language. language specialists.
45. 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
46. 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.
48. 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 will see the launch of the long-in-
development “Talking to the Whole Wide World” Montessori Materials.
Thank you
Notas do Editor
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