Languages Other Than English (LOTE) : Ages Nine to Twelve
LOTE Overview
The rich linguistic and cultural diversity of the Australia community is echoed in the role languages other than English, and the culture they represent, play in the Montessori curriculum. Montessori educators recognise that engaging with a language other than English contributes to:
a sense of personal achievement
intellectual enrichment
a better understanding of the world and Australia’s place in it
a better understanding of and enhanced respect for the many communities in Australia (ALLC 1996: 3)
The study of other languages will enable children to respond positively to future opportunities in a world increasingly shaped by globalisation and linked by information and communication technologies. Through experience with other languages children become increasingly aware of themselves as members of an international community.
Unlike the learning of their first language, to learn another language at school, children must focus consciously on language patterns and how they are used to make meaning. The intellectual challenge of learning another language, and the knowledge and skills gained, enhance all areas of children’s intellectual development, including the development of literacy in their first language.
The aims for including the learning of another language in the Montessori curriculum include:
developing an understanding of the culture and fundamental needs of another human group
building enhanced communication skills
focusing on the patterns of languages
building understanding of the relationship between language and culture
laying a foundation for a lifelong interest in learning other languages
When another language is introduced into a Montessori learning environment, it is integrated into all areas of the curriculum. Children are offered materials in the other language that mirror the materials they have been working with in their first language. All curriculum areas provide opportunities for the study of another language. Here are two examples:
Montessori card material, comprising pictures, labels and definitions, in subject areas such as biology, zoology, geography and history can be adapted by adding labels and definitions in the other language to the reverse side of the cards.
Procedures in the classroom, including classroom rules, experiments and recipes, can also be written in both languages.
As in all areas of the Montessori curriculum, materials and activities designed for learning a language other than English are prepared to enable self-directed, independent work for individuals and groups. These materials are placed on the shelves as another choice available to the children at any time of the day, rather that at one set time in the week only. Children are also involved in research-based projects relating to this language, its history and culture.
The language chosen as the other language to be learned in a Montessori school is determined by the location of the school and the population and culture of the school community. For young children Montessori educators believe that it is essential that they hear the new language spoken by native speakers, so the language will only be included in the school curriculum if there is a teacher available for whom this language is a first language. Children are offered as many opportunities as possible to hear the language spoken in everyday life, and in the context of different areas of the curriculum. When they are ready, they are also offered opportunities to use the language in meaningful ways. Once a language has been chosen, this language and its culture is incorporated into many areas of school life, including celebrations, performances, and excursions (e.g., art exhibitions, shopping trips, markets, restaurants, festivals).
When children are introduced to work with other languages it is important to use familiar material. Vocabulary enriched picture material and labels in classified sets, similar to that used in the Children’s House, can be used as a model for bilingual vocabulary building material. Each label can have an English word on one side and the corresponding word in the language being learned on one side of the card. The children then have a control of error in their own language. This material can be made for both words and sentences, classified by category or activity (e.g., Fruits, Playing in the park).
The Montessori function of words grammar games and reading command cards can be duplicated in the language being learned and used for reading exercises, building vocabulary, practising basic grammar and as models for writing exercises. Environment cards, puzzle words and phonogram books and cards can also be developed to help expand vocabulary and give basic spelling rules. Sets of rhyming words can be developed to enhance pronunciation and spelling. Word study materials should focus on types of word study that might be peculiar to the language being learned.
As the children progress, the grammar boxes can be duplicated in the language being studied. The children will be challenged to read for understanding at the same time as they are introduced to the basic grammar of the language. Interpretive reading cards in the language being learned will also help children explore written expression in the new language.
Classified picture card material and labels in the sciences and history may also be bilingual, as children with particular interests may be more inclined to practise the language if they are working with the subject matter in which they are interested.
Skits or scenes from longer plays can be made in the language being learned. Songs in the language should be part of the music work and any performances presented by the children.
Language Use: listening and responding 3.AL.010
Knowledge, Skills and Understanding
Typically, children will:
01. Recognise and respond to spoken words, phrases and simple sentences in the language studied
02. Organise and respond to key ideas from spoken texts in familiar situations
＋ Materials and Activity
Activities include:
- identifying the context (e.g., purpose, topic, audience) and key ideas of spoken texts
- listening for key words
- listening to spoken texts while following the written form
- using paralanguage to support communication in culturally meaningful and appropriate ways e.g., tone, pitch, volume, gestures, facial expressions
- repeating sounds, words and phrases with attention to pronunciation and meaning
- organising information to plan a response to a spoken text
- responding in familiar situations
- spoken presentations in other areas of the curriculum.
Resources include:
- native speaker/s in the community
- CDs/tapes to enable independent student work
- reference charts, dictionaries, word lists and glossaries.
Language Use: reading and responding 3.AL.020
Knowledge, Skills and Understanding
Typically, children will:
01. Organise and respond to key ideas from written texts in familiar situations
＋ Materials and Activity
Activities include:
- learning strategies for responding to written texts e.g., searching for and selecting relevant information, recognising the purpose and structure of a text, deducing meaning of unfamiliar words from context
- using reference resources to assist with comprehension e.g., word lists, glossaries, dictionaries
- presenting information in a range of formats e.g., charts, graphs, picture sequences
- reading for information relevant to other areas of the curriculum.
Resources include reference materials e.g., charts, dictionaries, word lists, glossaries.
Language Use: speaking 3.AL.030
Knowledge, Skills and Understanding
Typically, children will:
01. Interact with others by sharing key points of information in spoken form in the language studied
＋ Materials and Activity
Activities include:
- planning, drafting and presenting ideas in spoken language
- using appropriate ways to open, maintain and close a conversation
- recognising the importance of stress patterns and rhythm in conveying meaning
- spoken presentations in other areas of the curriculum.
Language Use: writing 3.AL.040
Knowledge, Skills and Understanding
Typically, children will:
01. Write texts to present key points of information in the language studied
＋ Materials and Activity
Activities include:
- using knowledge of context (e.g., purpose, topic, audience) when constructing written texts
- using models and applying principles of text organisation to writing texts
- engaging the interest of the reader e.g., by using computer technology to create greeting cards, invitations, posters.
Making Linguistic Connections 3.AL.050
Knowledge, Skills and Understanding
Typically, children will:
01. Identify ways in which meaning is conveyed by the sounds, symbols and word order of the language studied
02. Recognises the importance of context in language use
03. Identify patterns and features of the language studied by making comparisons between languages
＋ Materials and Activity
Activities include:
- attending to the distinctive features of the spoken language e.g., pronunciation, word order, formulaic expressions
- identifying features of everyday texts e.g., advertisements, posters, postcards
- interpreting meanings using contextual knowledge
- recognising how language use is shaped by context e.g., playground v classroom language
- comparing word order and other language patterns with English and other languages
- recognising distinctive features of the written language e.g., spelling patterns
- researching distinctive features of the language e.g., Internet, pen pals, native speakers in the community.
Moving Between Cultures 3.AL.060
Knowledge, Skills and Understanding
Typically, children will:
01. Identify connections between culture and language use in communities that speak the language studied
02. Demonstrate awareness of cross-cultural influences on language and culture
＋ Materials and Activity
Activities include:
- exploring language conventions in social interaction e.g., in French saying Bon Anniversaire!, using tu or vous
- exploring the way foreign words are incorporated into English e.g., words relating to food, music, technology
- exploring influences of the language and its culture on the local community e.g., restaurants, festivals, religion
- exploring what influences the evolution of languages and culture e.g., trade, globalisation, technology, youth culture
- researching the significance of specific cultural values and practices
- participating in activities associated with the customs and practices of communities speaking the language being studied
- comparing traditional and contemporary lifestyles e.g., gender roles, family, food, clothing, religion
- research projects and excursions.