Mixed-Age Group Teaching in Second Language Learning: An Observational Study of a Montessori Classroom in Pakistan

Abstract

This study aimed to highlight the effects of teaching young students of 3
to 6 years in mix aged groups, especially in language learning. The
mixed method study employed purposive sampling, where observations
of a class with 40 students, and semi-structured interviews of 2
Montessori Directresses were the chosen mode of investigation. The
setting of the classrooms and the nature of the interactions and exchanges
among the mix aged students creates an almost familial environment,
where the older students take on the roles of mentors and help younger
students learn and correct their errors. The participants asserted that there
was seldom any conflict or clash of interests in the Montessori
classroom, as the energies of all students were engaged positively. The
observations also showed that peer interactions and collaborative work in
the group lessons and at the times of free student play, were contributing
factors in second language acquisitions and learning the patterns of the
new language inductively.