Montessori method and vocabulary learning

Abstract

The present research described the application of the Montessori method to enhance vocabulary learning. The participants of the descriptive research were 61 students between 14 and 18 years old from BGU (Bachillerato General Unificado) of the "Unidad Educativa Glenn Doman". The tool used to collect the data was a survey containing 21 items with a Likert-type scale. The validity of the survey was determined by Cronbach's Alpha coefficient (0.944) and validated by five expert educators by means of a validation form, where its results were analyzed with the Aiken validation. The items were created based on the research questions which were related to the specific objectives. The results reflected that Montessori principles were present in the classroom where the relationship between teacher and students was based on respect, tolerance and collaboration promoting the autonomy and freedom of the students during activities where a pleasant environment was developed. However, it was emphasized that Montessori materials were useful for language learning since they must be interactive and attract students' attention with flashcards, stories, word games and audiovisual materials offered by technology such as images, podcasts and videos, which provide useful information about real life. Finally, vocabulary strategies that students use are essential and useful words when they want to express ideas orally or in writing. Furthermore, relating new vocabulary to previous knowledge is a good strategy because it helps to develop students' critical thinking. In conclusion, the Montessori method can be useful in vocabulary learning because this method prevents students from feeling stressed and frustrated since patience is important for learning a language.