APPLYING THE MONTESSORI METHOD IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: A REVIEW AND THEORETICAL FRAMEWORK

Abstract

This paper explores the application of the Montessori Method in teaching English as a foreign language (EFL), emphasizing its alignment with natural language acquisition processes in early childhood. Based on Matea Klubička’s thesis and related studies, the paper analyzes how Montessori principles—such as the prepared environment, sensitive periods, self-directed learning, and tactile materials—support EFL learning. Comparative analysis with alternative pedagogical approaches (Waldorf, Reggio Emilia, and Helen Doron) highlights both strengths and limitations of Montessori in language instruction. Empirical findings suggest that Montessori-based EFL programs enhance learner autonomy, motivation, and vocabulary acquisition. However, challenges include a lack of standardized materials, teacher training gaps, and limited communicative practice. The paper concludes with recommendations for curriculum development and teacher education to support broader implementation of Montessori-informed EFL instruction.