Early foreign language learning in a Montessori context: Fostering enthusiasm, language awareness and language learning through linguistic landscape tasks
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Abstract
Unlike many traditional pedagogical approaches, Montessori pedagogy is characterized by curiosity-driven learning in a prepared environment which encourages independent and hands-on learning practices. Linguistic Landscape (LL) tasks could be expected to fit in well with this approach as they offer young language learners the opportunity to interact with diverse aspects of the English language in a creative and critical manner, which has the potential to foster language awareness and independent language learning. The project discussed in this paper was carried out at a Montessori school in a rural region of Austria. 16 learners (ages 6-9 years) took part in an intensive LL workshop followed by semi-structured interviews. The interviews were transcribed and analyzed using Thematic Analysis. The interviews show that the young learners are enthusiastic about learning from the LL. They are aware of the role and functions of English, especially its use as a global lingua franca. This language awareness seems to be amplified and strengthened by the workshop and interviews. Learners also demonstrate curiosity about specific linguistic aspects of English, such as pronunciation and word formation. The results indicate that LL tasks might strengthen several key aspects of developing language awareness among young learners, for example multilingualism, emerging sociolinguistic reflection and metalinguistic awareness. In addition, the study observed high levels of student engagement during these tasks, driven by curiosity and a desire to explore language beyond the classroom.
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