ERIC EJ1090889: Building Intercultural Competency in the Language Immersion Montessori Classroom

2013·0.35 MB·English

by  ERIC

Building Intercultural Competency
in the Language Immersion
Montessori Classroom
A pin-punched map by a Montessori primary student using the
world puzzle map. All Montessori schools, all over the world use
the same maps and start with the world map as the introduction
to geography and science.
By Kateri Carver-Akers, PhD ery, identified by Darla Deardorff for Cultural Competence are both
A 4½-year-old walks over to the geography area in her immer- readily cultivated by the students in a Montessori primary class-
sion Montessori classroom and helps herself to a green piece of pa- room and are a part of the formal teacher training in the Montessori
per that has the outline of Africa on it. She takes the perforating method of education. In all Montessori classrooms, the educational
tool, referred to as a ‘pin punch’ in the other hand, and glances method and philosophy serve as the vehicle for the development
around the room for an open table. Then, she goes, sits and pro- of these requisite attitudes of intercultural competency. However,
ceeds to pin-punch out the continent of Africa. Every day for the in the language immersion Montessori setting, the student gains
past week, her three-six Primary Montessori immersion classroom the added skill of biliteracy and bilingualism to further increase the
has been singing Los Continentes del Mundo in their daily repertoire skillset of this developing culturally sensitive youngster. The devel-
of music during morning gathering time. This immersion Montes- opment of this second language skill serves to reciprocally reinforce
sori classroom, which has about 25 mixed age students ranging from the intercultural competency already underway in the Montessori
three to six years old, functions like a community of little people environment. The following article will give some of the numerous
where respect, openness, curiosity and discovery reign. ways Montessori classrooms and specifically, immersion Montessori
In her article entitled, “Theoretical Reflections: Intercultural environments support Deardorff’s model. Respect, Openness, Curi-
Framework / Model” Darla Deardorff provides the Pyramid Model of osity and Discovery become embedded over the three year Montes-
Cultural Competency (see Figure 1.1). At the bottom of the pyra- sori cycle into the everyday behaviors and thinking patterns of the
mid she places three ‘Requisite Attitudes,’ which support the remain- young child.
ing three blocks above. She clarifies these foundational attitudes: Respect: In a Montessori classroom the emphasis on respect
Respect (the valuing of other cultures, cultural diversity); Openness manifests itself in three main areas: the teaching paradigm, the
(to intercultural learning and to people of other cultures, withhold- classroom functioning and daily routines and finally, in the specific
ing judgment); Curiosity and Discovery (tolerating ambiguity and lessons. The teaching paradigm in a Montessori classroom, which
uncertainty). While this present article will largely refer to the at- implies both the instructional dynamic and the individual teacher,
titudes found at the base of Deardorff’s pyramid model, it is both in- is rooted in the Montessori philosophy at whose center we find Re-
teresting and important to note what the other successive blocks spect.
are within the Pyramid of Intercultural Competency: moving up The Montessori teacher is taught first and foremost to observe
the pyramid, we find the next block of Knowledge & Comprehen- the children and refrain from judgment. Simply watch, take notes
sion/Skills, on top of which sits Desired Internal Outcome (informed and “follow the child.” The notion of “following” the child implies
frame of reference/ filter shift). Finally, at the top of the pyramid, sits respecting his needs, his place on his own developmental contin-
the culmination of intercultural competence model, Desired Ex- uum and his infinite potential, which includes becoming a future
ternal Outcome: behaving and communicating effectively and appropri- contributing world citizen. The second most important element an
ately (based on one’s intercultural knowledge & skills, attitudes to achieve adult learns in his/her Montessori teacher education program is the
one’s goals to some degree). importance of modeling absolutely everything s/he does. Being con-
The Requisite Attitudes of Respect, Openness, Curiosity and Discov- scious of what we do, how we do it, when we do it, engenders con-
38 ~ spring/summer 2013
tinual self-awareness on the part of the teacher. Modeling has a 100% attention, no matter what the request and it acknowledges
crucial role in the Montessori classroom because young children are that no matter what the person’s age or status, every person mat-
exceptionally impressionable and naturally imitate most everything ters as much as the next in the Montessori classroom. The inter-
adults say and do. The Montessori teacher must be very self-aware rupting lesson is just one of many lessons that belong to the Grace
about how s/he is talking, walking and speaking to the child. S/he is and Courtesy part of the Montessori three-six curriculum. These are
also cognizant of modeling the skills of observation, without judg- the required ground rules of the classroom so that this intricate en-
ment, of “following” the child. This conscious inner shift which cer- vironment of 25 students doing about 20 different activities with
tainly requires practice and self-discipline mirrors the expectations only two-three adults can function smoothly, like cogs of giant gears
we have of the students: that they too cultivate respect of every in- slowly, neatly meshing into each other. Grace and Courtesy, which
dividual. is the basis of all Montessori classroom functioning, finds its roots in
Montessori instruction is predicated on respect; respect of the respect of all individuals, the educational materials and the physi-
student’s individual learning needs, of personal space and even the cal space.
whole person. Painting a daily scene in a Montessori classroom will While the adults are giving individual lessons, and the other stu-
help communicate this radical dents are respecting the
and deep underlying layer of re- teachers’ time and their
spect that permeates every as- peers’ current needs by
pect of the learning environment. waiting with a hand on
The Montessori teacher, most of- the shoulder, there are two
ten sitting on the floor next to other boys who are work-
the child, gives a math lesson to ing together in the sensorial
a four year-old and to an almost area of the classroom. They
five year-old while another five carefully carry blocks of var-
year-old, holding a card in her ious weights and lengths
hand that says “las partes de la from the shelf to their work
flor,” stands with her other hand space. Just as precise as is
on the teacher’s shoulder, wait- the conscious intention
ing for the teacher to answer her and purposeful care with
question. Another 4 ½ year-old which the children trans-
does a food preparation activ- port these blocks, so is the
ity and then offers a serving to designated area where they
two other friends seated at ta- will construct with these
bles nearby. An adult visiting the blocks. They have previ-
school that day sits in a chair ob- ously laid out, at a place
serving these 25 students who are they choose, a 3’x 2’ light
each doing their own activities at colored rug which defines
various places around the room the work space for them.
while a soft mix of gentle piano There, in that space, they
music and the sounds of the forest begin to construct. It is their
plays in the background. A four work space for their activity.
year-old approaches the seated This rug on the floor repre-
visitor with a glass of water and sents another element in the
asks “ Quieres agua?” Montessori Montessori classroom that
classrooms are intentional about contributes to the cultiva-
welcoming everyone. tion of respect, and also, fills
The assistant teacher, on the practical need of send-
the other side of the classroom, ing the silent but clear mes-
hunches down to talk to a three sage to others: “This is my
year-old who has asked for more paper for the easel while, this same project, please do not touch it,” or, in other words, “please respect
assistant is simultaneously acknowledging the presence of a little my space.”
hand on her shoulder as well. The three year-old waiting next to In the beginning of the school year, the students are instructed
her would like help zipping up her sweatshirt but she, too, is practic- on the use of rugs. They learn all the functionality of its use: such
ing ‘the interrupting lesson.‘ There is a Montessori lesson on inter- as, where the rug bin is located, how to roll it up and put it away,
rupting, which the teacher presents to the students, usually in a role how to carry it, what activities go on a rug etc. As in the interrupt-
play scenario at a gathering time at the beginning of the year. We ing lesson mentioned above, using a rug falls under the Grace and
have this lesson for both pragmatic and philosophical reasons. A Courtesy area of the curriculum since these lessons are needed for
teacher can only answer one person’s question at time, thus it meets smooth, respectful interactions within a busy classroom. The idea
the practical need. Philosophically, the act of making the time to of literally defining one’s work space with a rug is another example
talk to one child at a time, on a one-on-one basis underlines an in- of how the Montessori instructional method is grounded in Respect,
dividual’s worthiness and value. Furthermore, it both speaks to the which we know to be at the center of the educational philosophy.
child’s perception of her self-value – that she can get the teacher’s In fact, all the other students who are lying, sitting, kneeling or
Learning Languages ~ 39
crouching next to their own rugs are doing mosphere in Montessori classrooms of ease, language immersion Montessori classroom,
their respective activities, some alone, some peacefulness, flexibility and freedom all ex- these young students receive all their les-
with one or two friends. This classroom ist due to tightly woven, underlying struc- sons in the target language and, because
functions peacefully and smoothly because ture grounded in respect. they are in a language sensitive age, they
the instructional dynamic depends on inde- A hum of busy activity typifies a Mon- absorb it like the native tongue. While this
pendence and respect. Students are encour- tessori classroom, but all the students and language acquisition process is mostly un-
aged to choose activities and practice them teachers use quiet, inside voices giving mes- conscious and effortless, the language im-
on their own and at their own pace, thereby sages to one person at a time, responding to mersion aspect creates an environment for
experiencing a great sense of freedom. Yet, an individual need, be it a spontaneous hug, these young children in which they are
these same students follow the deep struc- a request for a new lesson, or a need for continuously interacting with adults of dif-
ture and routines of the classroom (like more paint. Each work space is defined by ferent nationalities. They are thus, practic-
never touching another’s rug) which require the rug which may have one or two friends ing every day being open to people different
the constant practice of respect. The at- working there and, which is respected as from them, who may speak English with an
“theirs” by all members of the classroom. accent and, whose native culture may shine
No one walks on another’s activity rug, no through in numerous, spontaneous ways
one removes any items from the rug nor, from simple gestures to cultural celebra-
ideally, does one interrupt a student work- tions.
ing with their Montessori material on their The student who pin-punched her green
rug. When the environment’s expectation continent of Africa has finished her activity
is that students maintain the same level of and put it in her work folder. The Montes-
respect for all the people in this mixed-aged sori teacher, who observes that her student
community, the children rise to the occa- has now completed her work approaches
sion. This happens day after day in hun- her student and puts her hand on the stu-
dreds of public and independent Montessori dent’s shoulder. The teacher, knowing that
settings in the United States and all over she has now completed pin-punching all
the world. While Montessori classrooms the continents, invites her student to get
may have a slightly different array of ma- a large piece of blue paper to represent the
terials, all Montessori classrooms “feel” the Earth’s water. “Te gustaría cortar los océanos
same. ahora para que puedas pegarlos junto a los con-
Openness: The second ‘Requisite Atti- tinentes? Ve y trae tres cosas: una hoja grande
Color Box 2 and the array of Sensorial tude’ found at the base of the Deardorff’s de papel azul, las tijeras y el círculo del hemis-
materials provide infinite opportunities for Pyramid of Cultural Competency, Openness ferio para trazar? “
creativity and exploration. The students find comes naturally to the children. All class- In a Montessori three-six classroom,
much relaxation on this creative process which
rooms with young students can take advan- there is a geography area of the classroom
also promotes divergent thinking skills and
tage of the naturally non-judgmental and with one or two shelves of age appropri-
problem solving.
bias-free attitude of young children. In a ate activities to learn about the world. In
Montessori primary classrooms all over the
world, the map stand, which is in this geog-
raphy area, holds the famous puzzle maps:
the Continent map, and puzzle maps of
North America, South America, Europe,
Africa and Asia. Depending on the child’s
home country, some Montessori class-
rooms have other puzzle maps with more
detail that clarify their understanding of
the world: a puzzle map of the Provinces of
Canada, the United States, the Provinces
of Oceania, even a puzzle map of the states
of India. Every Montessori child, no mat-
ter on which continent they live, begins
with the world map. When, for example,
in a Montessori classroom in the United
States, France or Canada the children does
not start with their particular state, depart-
ment or province since Montessori edu-
cation prioritizes the world view. A four
year-old starts to study the world with sev-
eral lessons, likely in a small group of four
or five peers by learning the continents,
Students working independently at their rugs, which define their work space while the teachers are
giving one-on-one lesson to other students their characteristics and comparative sizes
40 ~ spring/summer 2013
sion children are literally constant remind-
ers to the Montessori adults of their need
to be emotionally/philosophically recep-
tive adults. The children, likewise, nurture
among the adults the art of withholding
judgment and of acceptance of all people.
In a Montessori immersion classroom, the
circle of teaching and learning never ends:
linguistic flexibility leads to philosophical
flexibility for both the teacher and the stu-
dent now and in the future.
Curiosity and Discovery: The third and
final attitude Deardorff identifies as requisite
for the building intercultural competency is
Curiosity and Discovery, which she clarifies
as “tolerating ambiguity and uncertainty.” A
Montessori language immersion classroom
supports this through the instructional par-
adigm, which is rooted in curiosity and ex-
ploration. In all Montessori classrooms, the
teacher “follows the child” to listen to his/
her interests and questions. When a Mon-
tessori teacher observes children in Sensitive
Periods, which, in Montessori terms refers to
The student stands with her hand on the teacher’s shoulder and the teacher acknowledges her special learning opportunities, we teach to
presence by touching her hand while she waits. that moment. Teaching to an interest, sparks
the child’s internal motivation from which
and forms. Because they are puzzle pieces stract starting place since it calls to an ad-
curiosity and investigation naturally flow.
and are color coded - which incidentally is ministrative or political boundary instead of
The teaching dynamic in the Montessori
universal among all Montessori schools all a natural boundary, such as an ocean coast.
classroom, built on individual lessons with
over the world– the children easily learn Thus, a state border is much more challeng-
one or two children, lets the other children
the continents by their shape and color. All ing to comprehend than the real, tangible
work on activities independently. It is this
Montessori children in primary classrooms and mostly natural boundaries that the con-
freedom to manipulate, practice and find
make at least one world map by tracing and tinents of the world present. From a cogni-
the answer that promotes curiosity. Further-
pin-punching or cutting the continents and tion perspective, going from the general, the
more, a typical morning in a Montessori
pasting them on a background of the two concrete and the hands-on and progressively
classroom follows what is called a work cy-
hemisphere circles colored blue. After hav- towards the specific and the abstract con-
cle: an uninterrupted block of time between
ing made several times the world map of cept (as opposed to the reverse), increases
2 ½ - 3 hours. Granting the students exten-
continents, typically a five year old student the student’s understanding and retention
sive time, individual work space and pac-
in a Montessori classroom will then begin to for two main reasons: multiple senses are in-
ing for an interest-driven activity promotes
make several other maps. These other maps, volved and the child has a “hook” on which
a terrific sense of Creativity and Discovery. In
also pin-punched from the puzzle map, give to hang the new concept.
order to sustain this instructional dynamic
the detail of the countries that make up the Also, Montessori instructional practices
even further, many Montessori materials are
continents. It is not unusual for all Montes- underline the notion of universality when
designed to be self- correcting. Thus, an in-
sori students to recognize and name several they start with the general and proceed to
dividual student can work for longer periods
countries by their shape and also to which the specific. Philosophically, by beginning
of time, discover his/her own mistakes, mak-
specific continent they belong. with the world map, we emphasize the im-
ing adjustments in the learning process. Fi-
We have seen that the Montessori in- portance of world citizenship, of the equal
nally, s/he creates variations and extensions
structional method supports the philosophy importance of all the continents, and the
of the concepts being learned from this dis-
of respect for all people, for the learning ma- important concept of “me in the world.”
covery process.
terials and for the classroom environment. Finally, the young child’s ease of acqui-
Montessori materials present much ambi-
Our student, who cut out the two hemi- sition of the target language stands as an-
guity and uncertainty! First, when an adult
sphere circles from the blue paper, now glues other example of Openness. However, it is
or child walks into any Montessori class-
down her pin-punched continents. There is far deeper than the mere fact that they are
room, s/he will see learning materials un-
a pedagogical reason as to why the Montes- ‘open’ to learning a second language. The
like any other classroom. Yet, all Montessori
sori philosophy begins with the world map. children’s linguistic receptivity serves to in-
schools all over the world have nearly the
Montessori education begins with the most fluence the adults’ overall attitudes. In other
same materials. The student is immediately
concrete and the most general concept as words, the young children, whose concrete
drawn to these ‘never-seen-before’ educa-
the starting point for all lessons; geography demonstration to Openness manifests it-
tional materials which are all designed to
is no exception. Beginning with a map of a self in their clear linguistic receptivity, serve
teach concepts by manipulating concrete
state or a province, represents a far more ab- as the teacher for the adults. The immer-
Learning Languages ~ 41
objects as the first step in learning. Even the
names of these works are completely unfa-
miliar to a non-Montessori ear. For example,
our French immersion primary Montessori
classroom has materials that include: la tour
rose (the pink tower), la deuxième boite de
couleurs (color box 2) and l’étalage du sys-
tème décimal (decimal system layout). Thus,
not only does the second language promote
some ambiguity in the immersion class-
room, but the uniqueness of the materials
in all Montessori does as well. It is precisely
this ambiguity that stimulates the interest
among the students in all Montessori class-
rooms.
Since academic concepts from all curri-
cula areas are presented first through actual,
hands-on manipulatives, the students ex-
perience a great urge to explore, create and
discover. What starts as ambiguity for the
student when s/he manipulates the novel
educational material, expands into a dis-
covery phase when the student taps his own A 5½-year-old’s map of the countries of South America. This hands-on project, which takes
several days to complete, fosters independence, attention to detail and finally a terrific sense of
creativity and divergent thinking skills. In
Geography.
addition to the great self-satisfaction and
ownership each student feels as a result of the ambiguity of the language immersion children from a wide range of backgrounds.
this instructional freedom and trust from classroom is because they are used to con- In addition to these proven results in higher
the adults, s/he experiences ambiguity in the tinuously encountering new words in their student achievement and better conflict
most positive light. Montessori classrooms native language. When learning his/her own resolution skills, we can point to Montes-
promote creativity and discovery in multiple language, children rarely ask what a word sori education as also providing the building
curricular aspects; in the instructional dy- means. blocks to a culturally competent individual.
namic and within the materials themselves. It is the same in the immersion class- The foundational skills named by Deardorff
The mix of ages furthers ambiguity and room. They are literally accustomed to of Respect, Openness, Curiosity and Discovery
curiosity. A four year-old sees a five year-old uncertainty and novelty. However, once were written into the Montessori philoso-
carrying his tray to his rug which has the ac- children are over five years old, entering phy over a 100 years ago and are practiced
tual mathematical quantity in the Montes- an immersion classroom becomes a differ- in thousands of Montessori classroom all
sori base -ten bead materials of 3,256: three ent experience. They are aware they do not over the world every day. The Montessori
thousand cubes, two hundred squares, five understand everything. However, like their teaching methodology, materials and para-
tens and six unit beads. When the younger younger peers, they typically easily tolerate digm together address the development of
child sees this “huge” activity, it not only some confusion. The older a person gets, the the deep internal shift in a person that guar-
incites motivation to go to the math harder it is to tolerate linguistic ambiguity. antees the desired outcome in behavior and
shelf himself, but it also engenders a great In other words, a teenager or adult would communication – the peak of the pyramid
amount of curiosity: ¿Que es? In a Montes- have a much more uncomfortable experi- of intercultural competency.
sori classroom, we frequently see students ence walking into an immersion classroom worKS cited
simply watching other students work. These and not understanding. However, a teen- Aamodt, Sandra and Wang, Sam. “Building
observations range from moments of vicari- ager or adult who had already experienced Self-Control the American Way,” New York
Times Sunday Review 2012, 19 February 2012
ous learning, when a student may be silently immersion education at a younger age will
<http://www.nytimes.com>.
rehearsing the creative activity or solving be significantly more at ease with the am- Deardorff, D.K., de Wit, H., Heyl, J. and
the problem in his/her own head, or, they biguity. While there are many reasons for Adams,T. (eds). (2012) The Sage Hand-
may be moments of pure curiosity in watch- this ease, the most relevant for our discus- book of International Higher Education. (Sage)
ing what their friend is doing. sion here of intercultural competency is the www.youtube.com/watch?v=Eg2xU_Sn-
Hqg http://www.dreducation.com/2013
In a language immersion Montessori research which shows that bilingual brains
Lilliard, Angeline Stoll. Montessori: The Science
classroom, ambiguity is almost the opera- demonstrate more cognitive flexibility and Behind the Genius New York: Oxford Univer-
tive word. The students in the primary class- better executive functioning than monolin- sity Press, 1994. Print.
room, who are between the ages of three to gual brains. Montessori, Maria. The Absorbent Mind. Oxford:
six years old, are still acquiring their mother In her book entitled, The Science Behind ABC Clio Limited, 1988. Print.
Wolf, Aline. Nurturing the Spirit in non-sectarian
tongue. In normal language development, the Genius, Professor Angelina Lillard shows,
classrooms. Holidaysburg: Parent Child Press,
children have between 2,500 and 5,000 through extensive evidence based research, 1996. Print.
words by age six. Thus, the reason why stu- that the Montessori classroom provides both
dents do not flinch when they are amidst cognitive and emotional advantages for
42 ~ spring/summer 2013
Here being done as a
collaborative project,
the decimal layout of
units, tens, hundreds and
thousands does provide

much curiosity and
discovery despite the fixed
mathematical categories
Figure 1.1 Deardorff’s Intercultural Competency Model
of the base 10 system.

Figure 1: DearDorFF’s
intercultural
competency moDel
Desired External
Outcome:
behaving and
communicating
appropriately .. to
achieve one’s goals
to some degree
Desired internal income:
Informed frame of reference (Adaptability,
flexibility, Ethnnorelative view, Empathy
Knowledge and Comprehension
Cultural self-awareness; Deep understanding of culture;
cultural specific information and socio-linguistic information
Skills: listen, observe, interpret, analyze, evaluate, relate
Requisite Attitudes:
Respect (valuing other cultures, cultural diversity
Openness (to intercultural learning and to people from other cultures,
withholding judgment)
Creativity and Discovery (tolerating ambiguity and uncertainty)
Learning Languages ~ 43
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