Impact of the montessori and CLIL methods on learning english

Abstract

The impact of the Montessori and CLIL methods were investigated considering the English learning process of fourth grade students. These methods were explored through the qualitative methodological approach, using observation, the relation of the results of the pedagogical strategy, the journals and the opinion of the students. The students' participation, their progress in learning English and their perception of the methods used were evaluated. In addition, through the interview, the proposed work was developed, which was adapted to each approach.

Considering that the Montessori Method is focused on the student and the CLIL method integrates the teaching of curricular contents through a second language. The Liceo Psicopedagógico Montessori School located in Chocontá-Cundinamarca stipulated the Montessori Method as a pedagogical approach and introduced the CLIL method as a support for bilingualism. In general, the results showed that the two methods, Montessori and CLIL have had positive impacts on the learning of English in fourth grade students. The self-directed approach of the Montessori Method promoted motivation and self-confidence, encouraging active participation in the learning process. On the other hand, the CLIL method proved effective in combining the acquisition of English with curricular contents, allowing students to contextualize language in practical situations.