INSTRUCTIONAL DELIVERY OF THE MONTESSORI METHOD IN ENHANCING ENGLISH LANGUAGE ACQUISITION AMONG EARLY CHILDHOOD LEARNERS IN NIGERIA
Keywords:
Child-Centered Learning, Early Childhood Education, English Language Acquisition, Montessori Method, Teacher TrainingAbstract
This study qualitatively investigates the impact of the Montessori method on early childhood learners’ English language acquisition in Edo State, Nigeria. Recognizing English as a vital tool for educational and social advancement, the study explores how child-centered, hands-on Montessori principles are applied in selected early childhood education (ECE) centers in Esan West Local Government Area of Edo State. Through qualitative case study methods, including structured interviews with teachers and classroom observations, the research found that Montessori-based instruction significantly enhanced children’s phonemic awareness, vocabulary retention, and confidence in communication. However, the study also revealed critical implementation barriers, such as inadequate teacher training, limited access to Montessori materials, and socio-cultural resistance to English language immersion. Based on these findings, it is recommended, among others, that policymakers should endeavour to integrate Montessori principles into Nigeria’s national early childhood curriculum, teacher education programmes incorporate practical training on Montessori methods, and schools explore locally sourced alternatives to expensive didactic materials.
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