7.1. Case study 1: Montessori Methodology in Language Training

Project name: Montessori Methodology in Language Training (MMLT).

Short description:

This project was founded by the Lifelong Learning Programme of the European Commission (Key Activity 2: Languages) and aims to adapt Montessori educational method to the language learning of adults over 20. This method has already been tested with children until 16 years old and has obtained successful results.

Implementation period:

2012-2014.

Aim and objectives.

Main aim:

To define a method of modern language teaching on the concept of the Montessori’s methodology and equip language teachers with an innovative and sound pedagogical method in order to develop their skills and gain new knowledge.

Objectives:

Establish the Montessori method as a common European method for language learning.

Transfer the Montessori method in the field of language learning of adults and university students in order to promote the acquisition of key competencies throughout the education and training system.

Target.

This practice supports or benefits different groups:

• Language teachers
• Teacher trainers
• Language learners (European adults over 20 years)
• Other organizations (language learning institutions, universities, public authorities, etc.)

Involved countries:

Greece, Italy, UK, Poland, Hungary, Romania.

Description of Practice.

This project was born out of a very specific situation that language teachers often meet. Foreign language teachers usually have to cope with a high number of early drop-outs of their training courses or refusal to learn new languages, above all with adults or university students over 20 years old.

There are several reasons behind this fact as for example lack of time or more difficulties to learn a new language due to the age. This is mainly due to an obsolete approach to languages, often too standardised, without keeping in due consideration the adults’ psychological blocks, individual learning needs and difficulties.

Developed Actions and Materials

Taking this starting point into account, MMLT project was developed to provide a solution to this problem. The project aims to adapt Montessori methodology to language teaching of adults over 20 years old in order to give teachers an innovative method and increase the wellbeing and get better results from learners.

Several actions were carried out to achieve their goals:

• Development of a manual which adapts the Montessori method to language learning for adults and university students. The aim of this manual is to offer new insights to language teachers, give them an opportunity to improve their skills and courses based on students’ needs. This manual is available in Greek, Italian, English, Romanian, Hungarian and Polish. See Suggested resources for further reading section to access the manual.
• Organization of workshops for the training of language teachers in the methodology all over Europe.
• Development of online training for the training of language teachers all over Europe in the methodology.

Impact and Obtained Results

Regarding tangible results of the project, the following aspects stand out:

• It has produced an innovative methodology for teaching languages to adults.
• It has created a manual that can be a learning tool for universities, adult language teachers and any educational organisation/body involved in the learning of foreign languages in adults.
• It has enriched trainers’ curriculum with a distinctive and modern updating.
• It has facilitated trainers’ exchange of good practices.
• It has put into use a common method and has enhanced trainees’ motivation in reaching their goal (learning a foreign language) more successfully.

On the other hand, focusing on intangible results, underline that the project has been accepted by those in other European countries as an intuitive, practical and easy way for people of any age to understand and learn languages effortlessly.

Also, analysing teachers’ perspective, they now know how to implement the Montessori method in language learning, how to organise the course on the basis of the individual characteristics of each learner and how to organise the assessment.

Why is it Good Practice?

This case study has been selected because it is an interesting initiative that tries to solve a common issue that language teachers deal with every day.

The creation of this methodology can help teachers to improve their teaching to all adults including adults with learning difficulties. The benefits and effective results of the Montessori method are known all over the world, as well as the relation between this method and learning difficulties.

Thanks to the guidelines provided to language teachers, they can put into practice a new method that gives “freedom” to learners to choose the way they want to learn. At the same time, teachers encourage students, not correcting them but observing them and intervening only when necessary.