Today, we are joined by two proponents of multilingual education from The Dahlia School of San Francisco, a Wildflower School. For those unfamiliar, Wildflower is a network of small micro-schools located throughout the United States, Puerto Rico, and other regions. Our guests today are Lindsey Barnes, the founder of Dahlia Montessori, and David Hernandez, the school’s founding elementary teacher. We will be discussing the origins of the school, the importance of multilingual education, and the benefits of a Montessori Spanish Immersion curriculum.
by Letty Rising
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The Founding of Dahlia Montessori
Lindsey Barnes, a parent herself, was inspired to open a Montessori school when she saw the positive impact of the Montessori environment on her own child. She noticed the peace and harmony it created and felt that her community would benefit from more such schools. Along the way, Lindsey met Alejandra, a Colombian teacher, and leader, who suggested making Dahlia Montessori a Spanish Immersion School. Lindsey agreed as she recognized the benefits of understanding different languages and cultural awareness. The school also wanted to create a school that both emphasized and embraced diversity, ensuring that children from different backgrounds and ethnicities could come together and learn in a supportive environment.
David Hernandez, an experienced AMI-trained elementary Montessori teacher from Mexico City, joined the school to open and lead its elementary program. David shared that his previous Montessori experience involved working in a trilingual environment (English, Spanish, and Hebrew), which prepared him well for Dahlia Montessori’s dual-language curriculum.
Multilingual Education with Montessori Principles
When asked about the benefits of multilingual education, both Lindsey and David acknowledged the importance of language exposure in a child’s development. They observed that children are capable of understanding multiple languages simultaneously and can effectively communicate with each one. In a Montessori environment, children learn from one another, often giving presentations in various languages. This creates a rich and diverse learning experience for everyone involved.
As for integrating language into the elementary program, the guests noted that while the first plane of development is marked by the absorbent mind and sensitive periods, children in the second plane can still benefit from multilingual exposure. The key is to adapt the approach to the specific needs and abilities of the children, ensuring that they continue to develop their language skills effectively.
Dahlia Montessori’s journey highlights the power of Montessori education, language immersion, and diversity in shaping the lives of children. The school’s commitment to providing a supportive, inclusive, and multilingual environment demonstrates the potential for Montessori principles to be adapted and expanded for the benefit of all learners.
The benefits of language immersion programs for young children have been well-documented, both through experiential evidence and research studies. Studies indicate that children who participate in language immersion programs during their elementary years perform better in English than students in English only programs than by third grade.
One of the key reasons for these improvements is that children start to see language as a tool for communication. During early childhood, toddlers are unaware that they are learning a different language. As they progress into primary school, they begin to understand the concept of multiple languages, and by the time they reach elementary school, they are fully aware of their linguistic abilities. This awareness allows them to apply the knowledge they gain in one language, such as Spanish, to their understanding of English.
Adapting Language Learning for Elementary Students
Learning languages at a young age can also help develop a child’s reasoning skills. As they explore different languages and ask questions about translations, they begin to see the connections between language and other forms of expression, such as mathematics. However, research shows that language acquisition becomes more difficult around the ages of nine and ten, making it crucial to build a strong foundation in the early years.
One effective approach for teaching languages is through a fully immersive classroom setting. In such an environment, children are constantly exposed to the target language, with teachers only reverting to English in rare exceptions, for understanding. This 100% immersion method has been shown to work well in practice, allowing children to make connections between languages and develop their fluency.
These immersive language programs aim to enable children to become fluent in the target language. As they grow older and transition into more advanced education, they may require dedicated English classes to ensure they are prepared for standardized testing. However, the strong foundation built during their early years in the immersive environment will continue to benefit their language development, both in English and the target language.
Creating a Natural Language Environment
In our discussion, we explored the importance of creating a natural language environment in a bilingual Montessori school setting. While the expectation for children to speak Spanish to each other is not enforced, the school encourages and supports it. Over time, more students have begun to engage with one another in Spanish, showcasing the organic growth of their language skills.
The school’s approach is rooted in Maria Montessori’s principles, which focus on a prepared environment with Spanish-speaking teachers and materials. By setting up the right environment and supporting the children in the Montessori way, the school fosters strong bonds and collaboration between students as they learn Spanish together. These experiences help create a dynamic and enjoyable atmosphere for language learning.
One of the key benefits of running a micro-school, as discussed by our guests, is the close-knit community it fosters. With a small enrollment of 41 children across three classrooms, teachers and staff are able to know each student and their families on a personal level. This close connection allows the school to adapt easily to challenges, such as the COVID-19 pandemic, and maintain a strong focus on individual student needs.
The Benefits (and Challenges!) of a Micro-School Community
The Wildflower model empowers teachers with greater agency and ownership, allowing them to be more flexible and responsive to the needs of their students. With a smaller community and fewer logistical concerns, the school can concentrate on guiding and supporting each child through their unique learning journey.
At the Dahlia School, the entire team, from the Executive Director to the Head of School and all the guides, remains focused on the child and their family. The school’s size allows for a balance between being small enough to maintain that individualized focus and large enough to provide support and resources for the staff. This means that when things are going well, everyone feels it, and when challenges arise, the whole community feels the impact. This heightened sense of urgency to address and solve problems, however, contributes to the school’s tight-knit community.
Podcast host Letty Rising shares that, before the term “micro-school” became popular, she had already spent six years as the head of a micro-school, which had a capacity of 48 students. In that setting, she observed that when a challenging experience arised, or even if it was a simple change within the community, the ripple effects were greater than if working at a small school. For example, the departure of a community member, whether a student or a teacher, was felt more deeply than in a larger school. However, one of the benefits of being part of a micro-school is that issues are uncovered and addressed, rather than being swept under the rug or going unnoticed, because there isn’t an option to cover up challenges within a smaller community. This allows for a deeper exploration of complex issues and the opportunity for children to work through and solve problems in ways that may not be possible in larger schools.
Future Vision and Advice for Aspiring Educators
In terms of the future vision for the Dahlia School, the team aims to provide a sense of continuity and a home for families in the San Francisco community. They aspire to offer a Montessori education that spans from birth to 18 years of age. Dr. Montessori’s vision of an adolescent program on a farm resonates with the Dahlia School team, who wish to nurture and preserve students’ identities while connecting them back to the earth.
For those considering starting their own wildflower school or embarking on a similar journey, the advice given by the Dahlia School’s Executive Director is to remember that the work being done is “cosmic” and to surround oneself with people who can offer advice, ask questions, and provide guidance. Creating and fostering a strong community with others who have embarked on this journey before is crucial for success. The Dahlia School’s dedicated and supportive staff ensures that their students are fortunate to be part of such a nurturing environment
Final Thoughts: Nurturing Growth at Dahlia Montessori
Dahlia Montessori demonstrates the power of Montessori education, multilingual immersion, and community-focused learning. The school’s dedication to a diverse, inclusive, and supportive environment allows its students to thrive. As Dahlia Montessori continues to grow, it serves as an inspiring example for those seeking to create educational spaces that prioritize language development and cultural understanding.
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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.