3. 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
3
4. Terms, definitions and models
World languages, L2, target language, heritage
language, dual language, ESL, FLE, ELE ,
immersion, bilingual programming..
4
5. Terms, definitions and models
World languages, L2, target language, heritage
language, dual language, ESL, FLE, EL* ,
immersion, bilingual programming, etc…
Language Immersion Montessori (LIM) or
Montessori Language Immersion
5
6. Terms, definitions and models
World languages, L2, target language, heritage
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)
6
8. 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
8
12. 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”
12
13. 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.
13
14. Why do Montessori Schools use the
“Dual Teacher Language” Model?
a. Montessori schools clearly know their language development in early
child
14
15. 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
15
16. 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
16
17. 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
17
18. 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
19. How do L2 programs choose a model?
Desired outcome
Student population
19
20. 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. … 20
21. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
21
22. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
22
23. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
23
24. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
24
25. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Literacy focus and knowledge of grammar
25
33. 9 Elements for Successful Language
Acquisition Environments & Montessori
Environments
Differentiation
Highly contextualized and highly interactive environment
Affective Filter
Monitoring
Knowledge of grammar and strong literacy
Intentional Language
L2 teaching strategies
33
34. 9 Elements for Successful Language
Acquisition 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
34
35. 9 Elements for Successful Language
Acquisition 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
35
36. 1 GREAT Reason why Bilingualism
supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadors
Bilingual cultural diplomacy
36
37. 1 GREAT Reason why Bilingualism
supports the Montessori Philosophy
Peace Education
Bilingual cultural ambassadors
Bilingual 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
37
40. 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
40
41. Program development- over 6 yrs.
Avg. Total # 7 14 22
7 returning
Lower Elementary
3rd years
6-9 yr olds
7 returning 7 returning
2nd years 2nd years
Prep 6-8 7-8 8
Space & rising 1st rising 1st rising 1st
Materials yrs. yrs. yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2 Year 3
Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 3 8 3
Space & 2.5 - 3 yr.
yr. olds yr. olds
Materials olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs/da y 6.5 hrs /da y
41
42. Program development- year 1
Primary Classroom
3-6 yr. olds
Prep
Space &
Materials
3 months
Lead -PT
Staffing
42
43. Program development- year 2
Avg. Total # 9 16
Primary Classroom
3-6 yr. olds
9 returni ng
4 yr olds
Prep 8 to 10 6 to 8
Space & 2.5 - 3 new 3 yr.
Materials yr. olds olds
3 months Year 1 Year 2
Lead -PT 1 Lead 1 Lead
1 Assnt 1 Assnt
Staffing
3.5 hrs /da y 6.5 hrs /da y
43
44. Program development- year 3
Lower Elementary
6-9 yr olds
Prep
Space &
Materials
STAFFING
6 months
Lead -FT
Avg. Total # 9 16 24
NOTE: length
8 returning
Primary Classroom of da y:
5 yr. olds 6.5-9.5 hrs
3-6 yr. olds
9 returning 8 returning
4 yr. olds 4 yr. olds
Prep 8 to 10 6 to 8 8
Space & new 2.5 - 3 new 3 yr. new 3 yr.
Materials yr. olds olds olds
3 months Year 1 Year 2 Year 3
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs
44
45. Program development- year 4
Avg. Total # 7
Lower Elementary
6-9 yr olds
Prep 6-8
Space & rising 1st
Materials yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1
Lead -FT 1 Lead
Avg. Total # 9 16 24
NOTE: length
8 returning
Primary Classroom of da y:
5 yr. olds 6.5-9.5 hrs
3-6 yr. olds
9 returning 8 returning
4 yr. olds 4 yr. olds
Prep 8 to 10 6 to 8 8
Space & 2.5 - 3 new 3 yr. new 3 yr.
Materials yr. olds olds olds
3 months Year 1 Year 2 Year 3 Year 4
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y
45
46. Program development- year 5
Avg. Total # 7 14
Lower Elementary
6-9 yr olds
7 returning
2nd years
Prep 7-8
6-8
Space & rising 1st
1st yrs.
Materials yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2
Lead -FT 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 8
Space & 2.5 - 3
3 yr. olds 3 yr. olds
Materials yr. olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs /da y
46
47. Program development- year 6
Avg. Total # 7 14 22
7 returning
Lower Elementary
3rd years
6-9 yr olds
7 returning 7 returning
2nd years 2nd years
Prep 6-8 7-8 8
Space & rising 1st rising 1st rising 1st
Materials yrs. yrs. yrs.
Program Dir. yr. 1 PT ; yrs 2-3 FT
STAFFING PT English Teacher
PT Music / P.E./ Art
6 months Year 1 Year 2 Year 3
Lead -FT 1 Lead 1 Lead 1 Lead
Avg. Total # 9 16 24 1 Assnt 1 Assnt
6.5 to 9.5
Primary Classroom hrs
3-6 yr. olds
Prep 8 to 10
6 to 8 3 8 3
Space & 2.5 - 3 yr.
yr. olds yr. olds
Materials olds
3 months Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Lead -PT 1 Lead 1 Lead 1 Lead
1 Assnt 1 Assnt 3 Assnts
Staffing
3.5 hrs /da y 6.5 hrs /da y 9.5 hrs 6.5 hrs /da y 6.5 hrs /da y 6.5 hrs /da y
47
48. 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
48
49. 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
49
50. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
51. Target Language Usage and
Best Practices
- Different policies on L2 usage according to levels
- Policies on speaking English– students, teachers, parents
52. Target Language Usage and
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
53. Target Language Usage and
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
54. Target Language Usage and
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
- Use traditional Montessori names of works and terms
55. Target Language Usage and
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
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
56. Target Language Usage and
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
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
57. Target Language Usage and
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
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons of the same content delivered in target language
58. Target Language Usage and
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
- Use traditional Montessori names of works and terms
- L.I. Strategies for the classroom
- Flexibility
- All lessons in target language
- A Plan for Bi-literacy
- A Plan for specials ( P.E. Music Art etc)
59. 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
59
60. 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
60
61. Most all works made on labels
l e pin
l e v in
in l e l apin
l e jar din
l a pein tu r e
l e cein tu r e
ein l e r ein
l e pl ein
l a m ain
l e tr ain
ain l e pain
l e pou l ain
61
63. 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
63
