A literature-based language curriculum in public Montessori

Abstract

The purpose of this study is to evaluate the compatibility of the Montessori method in the public schools with a literature-based language curriculum. Today there are Montessori teachers who believe that basal readers are compatible with the Montessori method, while others believe that basal readers are incompatible with Montessori teaching. To clarify the interpretation of the public Montessori language curriculum, articles in the American Montessori Society's journal, The Constructive Triangle, the Public School Montessorian newspaper, Dr. Montessori's writings regarding language, and those of her close associates were reviewed. Primary level teachers (grades one, two, and three) in the first kindergarten to eighth grade public Montessori school in America, L. L. Hotchkiss Montessori Academy in Dallas, Texas, were interviewed as to their interpretation and methodology in teaching the language curriculum. These teachers were also asked about their concerns in incorporating a literature-based language curriculum with the Montessori method. From another point of view, the Montessori philosophy emphasizes students choosing work in which they are interested. In a literature-based Montessori language curriculum, students should be allowed to choose their books. Therefore, to research student choices, a classroom library was established in a primary level class in the L. L. Hotchkiss Montessori school. Students in the class read freely from the classroom library over a period of twelve weeks, evaluated, and recorded their choices of books. Basically, the students liked fantasy and adventure stories, good endings, humor, the use of personification, and books that allowed them to solve problems. From this study one can conclude that after the language lessons with the didactic materials, the language curriculum in the Montessori method was intended to be taught with children's literature. It is recommended that Montessori teachers consult Montessori's writings on language, reading, and literature, and reactivate her teacher-as-researcher stance by individualizing their language lessons with children's literature. Recommendations from this study can be a suggested guide for Montessori teachers who would like to experiment with children's literature.