THE ROLE OF MONTESSORI PEDAGOGY IN ENHANCING ENGLISH LANGUAGE PROFICIENCY AMONG PRIMARY SCHOOL STUDENTS: AN INTERNATIONAL ANALYSIS

Abstract

This research examines the impact of the Montessori pedagogical framework on the development of English language skills among primary school learners. Anchored in a learner-centered educational philosophy and supported by international scholarship, the study combines theoretical inquiry, classroom experimentation, and quantitative analysis to evaluate linguistic, cognitive, and motivational progress. The intervention consisted of structured Montessori-inspired language activities, multisensory materials, and creative, student-driven tasks implemented over an extended instructional period.

The results demonstrate that Montessori-based instruction substantially improves vocabulary growth, grammatical understanding, communicative ability, and learner independence when compared with traditional teaching approaches. The findings are consistent with global research highlighting the positive influence of Montessori environments on language achievement and student engagement. The article further explores pedagogical implications, addresses practical challenges such as teacher preparation and material provision, and offers recommendations for incorporating Montessori principles into formal school systems. Overall, the study strengthens the expanding body of evidence supporting Montessori education as an effective model for early foreign language instruction.