EFFECTIVENESS OF THE MONTESSORI APPROACH IN DEVELOPING ENGLISH LANGUAGE SKILLS AMONG PRIMARY SCHOOL LEARNERS: AN INTERNATIONAL PERSPECTIVE

Abstract

This study investigates the effectiveness of the Montessori pedagogical approach in fostering English language learning skills among primary school students. Grounded in a learner-centered paradigm supported by international research, the study integrates theoretical analysis, pedagogical experimentation, and quantitative evaluation to assess linguistic, cognitive, and motivational outcomes. The research involved structured Montessori-based language activities, interactive materials, and creative tasks delivered over a sustained period. Findings reveal that Montessori methods significantly enhance vocabulary acquisition, grammatical awareness, communicative competence, and learner autonomy compared to conventional instructional practices.           Results align with global studies demonstrating the approach’s positive impact on language proficiency and learner engagement. This article discusses pedagogical implications, identifies implementation challenges such as teacher preparation and resource requirements, and proposes strategies for integrating Montessori principles into formal education systems. The study contributes to the growing body of international evidence supporting Montessori education as a viable, effective approach for early language instruction.