In a field often dominated by standardized curricula, predictable activities, and test-driven objectives, a quiet revolution is brewing — one shaped not by rigid grammar drills, but by textured paper, toy animals, mirrors, and the pink tower. This is not the start of a surrealist novel but rather a deep dive into how approaches drawn from Montessori and Reggio Emilia philosophies are transforming ELT from the ground up. And the question that naturally follows is: why aren’t we designing coursebooks around these methods?
Our recent classroom-based research has explored the impact of discovery learning, multimodal engagement, and learner autonomy on language acquisition. Across varied age groups — from pre-intermediate teenagers to very young learners (VYL) — the results have been consistently promising. These child-centered approaches, which prioritize sensory exploration and student-led inquiry, are not only effective in vocabulary acquisition and retention, but also ignite creativity, foster collaborative learning, and create a tangible connection between language and lived experience.
A Teenage Break from the Textbook
For teenage learners, the classroom is often a battleground between attention spans and prescribed content. But what happens when the textbook is swapped out for textured papers, collages, and real-world comparisons?
In one case study, two groups of A2-level teens were immersed in a hands-on lesson exploring papermaking. They watched educational videos, took notes, and discussed vocabulary related to the textures of different types of paper. They touched, described, zoomed in, and eventually created their own collages, labelling materials with adjectives they had organically acquired during the lesson.
What stood out wasn’t just their high level of engagement or their exclusive use of the target language — though both were striking. It was the unexpected richness of vocabulary that emerged. Words like "bumpy," "grainy," and "fibrous" surfaced unprompted, revealing that students were not only absorbing language but personalizing and owning it. A week later, these words were still present in their active vocabulary — something traditional rote learning rarely achieves.
Such outcomes make a compelling case for learner-led, sensory-rich experiences in ELT. But these were not isolated findings.
Montessori Magic with Very Young Learners
The second phase of the study shifted focus to VYLs, ages ranging from 1.5 to 6 years, engaged in Montessori-based activities. Picture toddlers threading pipe cleaners through cardboard fruits while practicing colors and vocabulary, or pouring milk from glass to glass while discussing where milk comes from and how it feels. These activities are not simply busy work; they are linguistic goldmines.
Consider the “Washing the Dishes” activity, where students followed instructions like “Put your sponge into the bucket and squeeze.” Vocabulary such as “clean,” “dirty,” “wet,” and “white” emerged naturally through context, narration, and interaction. Because the materials were real — porcelain dishes sized for small hands — the experience carried an authenticity that plastic replicas can’t replicate. This realism matters. When learners feel they’re doing real things with real objects, their motivation and focus soar.
Notably, these sessions also incorporated practical life skills, a hallmark of Montessori education, which naturally promote the development of fine motor skills and independence — both crucial for language production and comprehension.
Reggio Emilia: Language Through Reflection and Art
If Montessori lays the groundwork through order and independence, Reggio Emilia builds the house of expression. In the third part of the research, Reggio-inspired sessions used mirrors, fruits, textured papers, and drawing materials to help children explore vocabulary through sensory play and artistic representation.
In one striking example, children examined fruits placed in front of mirrors and gradually transitioned from using Greek names to confidently naming them in English. As they explored the textures of fruits and matching papers, their tactile vocabulary expanded with words like “smooth,” “glossy,” and “velvety.” The final stage — drawing the fruits using charcoal — gave them a chance to observe closely, reflect, and describe their work, alternating fluidly between their first language and English.
The teacher’s role in these sessions shifted from instructor to facilitator, using open-ended questions to deepen observation and expression. This mirrors Reggio Emilia’s core belief that children are capable learners whose voices matter — a philosophy that resonates deeply with progressive ELT methodologies.
Time for a Coursebook Rethink?
With such promising results across multiple contexts, the elephant in the room becomes impossible to ignore: if these methods are this effective, why are they still seen as “alternative”?
Imagine a coursebook not divided into units like “Shopping” or “Jobs,” but structured around sensory themes: Textures in Nature, Things That Pour, Shapes That Stack. Each “unit” could include tactile materials, real-life tasks, and space for learners to reflect, create, and co-construct meaning — supported, not dictated, by the teacher. Language would emerge naturally from experience and interaction, not from a page in a workbook.
Transformative Potential in Practice
Of course, implementing such a shift requires more than just a glossy new title. It means rethinking classroom space, teacher training, assessment methods, and how we define progress. But the benefits are difficult to ignore.
In a world where language is increasingly about communication, collaboration, and cultural connection, we must ask ourselves: are we giving learners the tools to thrive in that world, or just preparing them for the next test?
Montessori and Reggio Emilia don’t just offer creative enrichment — they offer a paradigm shift. One where language learning is hands-on, deeply personal, and joyfully immersive.
Isn’t it time we let our coursebooks catch up?
Our research on “THE MONTESSORI METHOD AND THE REGGIO EMILIA APPROACH AS INSPIRATION FOR ENGLISH LANGUAGE PEDAGOGY” was presented at the 11th International Scientific Conference of the Institute of Humanities and Social Sciences (IAKE).
