THE EFFECTIVENESS OF THE MONTESSORI METHOD IN TEACHING FOREIGN LANGUAGES TO PRESCHOOL CHILDREN

Abstract

This article investigates the effectiveness of the Montessori Method in enhancing foreign language learning among preschool children. Rooted in Montessori’s principles of independence, sensory exploration, and self-directed learning, the approach integrates language acquisition into a natural and engaging process of discovery. The study employed a mixed-methods descriptive design involving 50 preschool teachers from various educational institutions in Kazakhstan. Data were collected through a structured questionnaire consisting of 15 Likert-scale items and 5 open-ended questions, administered via Google Forms over a two-week period. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. Results indicated that teachers strongly believe the Montessori Method fosters vocabulary development, communicative confidence, and learner motivation. However, challenges such as limited professional training, material adaptation, and balancing autonomy with linguistic structure were also identified. The findings suggest that the Montessori approach provides a developmentally appropriate and humanistic framework for early foreign language education, emphasizing experiential learning, emotional engagement, and holistic development.