In this week’s podcast episode, we delve into bilingual Montessori education, exploring its challenges, successes, and future. Our special guest is Marikay McCabe, an educational leader and researcher from Spain working with a team on an exciting bilingual project focusing on building bilingual programs in elementary schools.
by Letty Rising
Follow the Trillium Montessori Talks podcast
The Bilingual Montessori Project: A Vision for the Future
The idea for the Bilingual Montessori Project took shape at a Montessori conference in Prague in 2019. Marikay, who has experience addressing language programs’ challenges in schools, was invited to speak about bilingualism and multilingualism in Montessori environments. The project gained momentum when it received funding through an Erasmus grant, which supports transnational projects.
The vision for the grant is to create a whole school approach to bilingual education, catering to the needs of different constituents such as school leaders, guides, and language specialists. They are developing a field guide that combines practical and theoretical information about language acquisition and learning, as well as an online companion course. These resources will be available in 2024-2025.
The project has involved case study interviews with bilingual and multilingual school staff, providing valuable material for the field guide. Community conversations have been organized to further disseminate the knowledge gathered from these interviews.
Europe’s multilingual nature makes it an ideal place to spearhead bilingual Montessori programs. However, implementing these programs in elementary schools can be challenging due to the interdisciplinary nature of Montessori curriculums. A lot of trial and error, as well as gifted educators, have paved the way to create an environment where elementary children can engage in research and learning in their second language.
Challenges in Running Bilingual Montessori Programs
Running a bilingual Montessori program at the elementary level presents unique challenges. One of the main issues is that children aged six and above are no longer in the absorbent mind stage, which means they don’t acquire language as easily as younger children. At the elementary level, there needs to be more explicit direction and guidance from teachers. It can be difficult for children to be independent in a bilingual environment if they are not yet fluent in both languages, leading to increased reliance on teachers and peers.
It is important to note that each Montessori school must find its own approach to implementing bilingual programs based on its resources, goals, and priorities. There is no one-size-fits-all recipe for success, so schools must experiment and learn from others’ experiences to find what works best for them.
One example of a successful approach comes from a Montessori school in Spain. Initially, the school tried a bilingual Children’s House model for literacy and numeracy but found that it led to disparate language levels and less autonomy among students. They then shifted to an immersion model, focusing on English during the Children’s House years, showing positive results as the children move into the elementary environment.
Finding bilingual Montessori-trained elementary teachers is another significant challenge, especially for schools located in less appealing or remote areas. Schools may need to invest in training existing staff or rely on serendipitous connections to find qualified teachers who are also fluent in the desired languages.
Each Montessori school must find the right balance between immersion and bilingual education based on its specific context and goals. By learning from the successes and challenges of others, schools can adapt and refine their approach to create an effective bilingual learning environment for their students.
The Importance of Stability and Admissions Policies in Bilingual Schools
Stability within the school environment is crucial, especially in a bilingual setting. Retention plays a vital role in ensuring a smooth learning experience for children. Schools need to establish certain language competency levels for new admissions to ensure a fair learning environment for all students. Admissions policies are essential to prevent potential failure and alienation of children who may not meet the language requirements.
Developing a Successful Bilingual Montessori Program
When developing a bilingual Montessori program, schools must consider their objectives and desired outcomes. It is essential to think ahead and be realistic about what is achievable. The next factor to consider is the available staff to implement the program. Schools may need to recruit additional staff or explore alternative methods, such as having language specialists come in during specific times to offer language lessons.
The key to developing a successful bilingual Montessori program lies in setting clear objectives, being realistic about desired outcomes, and having the appropriate staff and resources to implement the program effectively.
Creating a fully bilingual environment in a school is a process that takes time, much like the process of transitioning a traditional school into a Montessori school. It’s essential to be realistic about the goals that are set and to recognize that long-term goals will be achieved gradually, building upon smaller achievements. It’s crucial to have a clear strategic plan and a well-defined sense of desired outcomes, as this information is vital for school staff and parents.
Multi-language instruction can be a charged topic, and having a clear message about a school’s approach helps alleviate anxiety among parents. Schools must also be prepared to evaluate their progress and be open to changing course if necessary. A trial and error approach, similar to Maria Montessori’s scientific method, should be employed, allowing enough time to observe whether a strategy is effective before re-evaluating.
Considering the Socio-Linguistic Context of Bilingual Education
When examining bilingual or multilingual education, it’s essential to consider the socio-linguistic context of a school’s location. This can significantly impact the success of a specific model. For example, in Catalonia, Spain, a multilingual school near the French border uses a dual language immersion model in Catalan and Spanish, with English as a third language and French as a fourth. This model is effective due to the organic environment that supports it, with the children exposed to both Catalan and Spanish outside of school. In contrast, implementing a similar model in Madrid would not work as effectively since the linguistic context is different.
A successful dual language program requires a balance of exposure to both languages and an environment that fosters language learning. In the US, dual language programs can be challenging to implement due to the dominance of English and the emphasis on assimilation. A comprehensive approach is needed to achieve success in a dual language program.
Supporting the Growth of Bilingual Education
There is a growing interest in bilingual education in the US, and the field guide and course being developed by Marikay and her team aim to help people build successful programs. Their goal is to create a supportive resource that can guide people interested in starting their journey toward bilingual education. The field guide brings together practices and stories from the field, offering guideposts along the way. Some guideposts may resonate more with certain individuals, helping them focus on what’s most meaningful to them on their path.
Dispelling Misconceptions About Bilingual Education
One of the biggest misconceptions about bilingual education is that it can be detrimental to a child’s development, especially if they have developmental delays. However, research has debunked this myth, and it is crucial to dispel such misconceptions. A child with any kind of delay in their first language will likely have a delay in their second or third language as well. The pace of language acquisition is determined by the individual, not by the presence of a second language.
Another misconception is that bilingual education is easy to implement. In reality, it is a challenging process that requires a school to be deeply committed to its long-term success. Schools must recruit the right teachers, manage parent expectations, and deal with the complexities of implementing a bilingual program. It is essential for schools to have the right reasons for pursuing bilingual education and to be aware of the challenges ahead.
The Benefits of Bilingual Education in a Globalized World
Despite these challenges, bilingual education is worth pursuing because it prepares children for our 21st-century globalized world. To be productive global citizens, children need to be able to communicate in more than one language. As awareness of the benefits of bilingualism grows, more people are recognizing the value of their children learning a second language. This desire to be part of the global community and remain competitive drives the interest in learning languages such as Spanish and Chinese, which are widely used around the world.
In Spain, where multi-language instruction in schools has not always been effective, there has been a shift in attitudes toward learning additional languages. In the past, people with knowledge of Spanish could travel extensively, and the need for fluency in other languages was less apparent. However, over the last 10 years, and particularly after the pandemic, there has been increased awareness of the importance of English, especially as people recognized its prevalence on the internet. This change has led to a greater interest in bilingual education.
Looking Forward: The Future of Bilingual Montessori Education
As our discussion on bilingual Montessori education comes to a close, it’s important to note the valuable resources being developed by Marikay and the team of eight professionals she works alongside with. You can find more information about their work at bilingualmontessori.com. Once their field guide and course are ready, they are expected to be invaluable resources for those already running elementary bilingual programs and those who are excited about the idea but unsure of where to start.
Marikay’s expertise in bilingual education has shed light on the importance of this approach in today’s interconnected world. We look forward to seeing the impact of her work and the growing interest in bilingual education. Stay tuned for our next episode, where we will continue exploring exciting education and learning topics.
Final Thoughts
The journey toward creating a successful bilingual Montessori environment is one that requires dedication, resources, and a clear understanding of the school’s objectives and desired outcomes. By learning from the experiences of others, being realistic about goals, and having a strategic plan, schools can create an effective bilingual learning environment that benefits students and prepares them for the challenges of our globalized world. With the field guide and course being developed by Marikay and her team, the future of bilingual Montessori education looks brighter than ever, as schools worldwide are provided with the support and guidance needed to establish successful programs.
Letty Rising has been involved in Montessori education for over 15 years. She holds a B.A. in Sociology, a California State Teaching Credential, and an AMI elementary diploma for ages 6-12 and an M.Ed from Loyola University in Maryland. She has held positions as a Homeschool Education Specialist, Montessori Elementary Teacher, School Director, Principal, Montessori Coordinator, and Consultant in several public and private Montessori school communities throughout the years. Letty currently supports schools around the world through professional development offerings, consulting, and mentoring.