Montessori and Conventional Teaching Methods in Learning English as a Second/Foreign Language: An Overview

Abstract

Providing a meaningful and experiential English learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn second language effectively. The Montessori teaching method has been in existence since the early 1900s when Montessori made her discovery of the student learning process. Montessori connected the context of the classroom to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child.  To fully understand the Montessori Method, also known as individual learning or progressive learning, it is necessary to trace the history and development of the philosophy, and review the various principles and uses of the teaching methodology with special education programs. Studies show that Montessori students tend to achieve at a greater rate than students in traditional programs; however, critics say that the method is insufficiently standardized, and its efficacy has not been deeply evaluated.