Panel discussion description:

Veteran L2 Specialist, Lucie Urbancikova from Prague will facilitate a panel discussion with three L2 (second language) Specialists that work in Montessori schools in Spain. They will focus on topics that will facilitate fluid communication Classroom Guides and the L2 Teachers to create more effective and harmonious learning environments. 

We will focus on topics such as:

• the importance of equal and open relationships among the adults, between the adults and children
  • how did you go about achieving them?
• the cultural aspect - how did I feel when I started teaching in a different country
• formats of working with different ages - as an L2 specialist I go from nido to casa and elementary in one day - how to work with this experience?
• speaking the L1 of the children (at whatever level) and not speaking the language at all - how does this fact influence your work

Panel discussion participants:

Lucie Urbancikova, Jenny Salmon, Katya Rendón, Subhagata Pal

Workshop description:
Working with and coordinating bilingual and multicultural teams has its challenges because of the very nature of how cultural elements affect humans in their day to day communication and activity. Further to this, if we consider the different perspectives
and practices in teaching and learning that we come across in Montessori and ESL classrooms, it is only natural to find that moments when this marriage seems unnatural arise. However, navigating these waters and aiding staff to reach common goals
together despite these differences is possible.

Key Takeaways:

• Tools for improving communication between guides and
  ESL specialists.
• Other measures that have helped in my school
• Training recommendations for both profiles

Jenny Salmon:

Jenny moved to Malaga shortly after finishing her studies in with a personal touch): French and Spanish at Cardiff University, and continued her studies with master's degrees in translation and interpreting, and in secondary education at the University of Malaga. It was clear to her even then that communication between humans, and
more so between humans from different cultures, was of great interest to her.

She has been teaching English as a second language for 16 years and, in a Montessori context, at Centro Internacional María Montessori for the last 6 years. During this time, she has endeavoured to soak up as much of the approach to learning as possible and to participate in training, completing AMI orientation courses for the 6-12 and 12-18 stages. She has worked in several educational stages in Montessori environments and, since last year, has been coordinating the bilingual plan for CIMM.

It is thanks to being in such a rich context and working with staff and children from many different cultures that she has been able to continue reflecting on and learning about all the things that go on "behind the scenes" in day-to-day communication and the impact that this can have for collaboration between team members. When she's not pondering such aspects of communication or accompanying her secondary stage learners in their own journeys, she can usually be found enjoying some kitchen time or walking in the mountains.

Workshop description:

Language learning goes far beyond the mere acquisition of vocabulary and structures—it is intrinsically linked to culture. In addition, intercultural communication encompasses not just words and idioms, but also the rich background of non-verbal language.

Children must be guided to understand and accept diverse mindsets while being equipped with the tools to engage in intercultural interactions autonomously. Montessori schools are uniquely positioned to promote this understanding. Through our daily activities and thoughtfully planned special events, we provide children with
opportunities to experience and engage with the world.

An intercultural Montessori school also plays an important role in ensuring inclusion, welcoming children and families from every corner of the globe, and empowering them with the means to thrive within a multicultural environment.

Key Takeaways:

1. Designing L2 Intercultural Programs
   Create school-wide initiatives like cultural festivals or language clubs to engage students, teachers, and families.

2. Supporting Multilingualism and Inclusion
   Establish an environment that celebrates linguistic diversity and ensures equitable access to resources for all students.

3. Building Teacher Capacity
   Provide professional development to help teachers navigate intercultural communication, including non-verbal cues and diverse mindsets.

4. Empowering Students with Intercultural Skills
   Develop frameworks that encourage students to tackle intercultural challenges independently, such as peer-led programs.

5. Policy and Resource Development
   Design templates for creating inclusive school policies, planning events, and supporting multicultural families with resources like translated materials.

Licia Arnaboldi

My journey in education, language, and cultural exchange has been shaped by my passion for connecting people through learning. From a young age, I’ve been fascinated by the ways language opens doors to new perspectives and experiences. After completing a Primary School Teaching Degree, I pursued University Degrees in Interpreting and Translating (English and German) and Foreign Languages and
Literatures (English and German), followed by a Montessori Teaching Degree and several Intercultural seminars and Montessori L2 refresher courses.

For 21 years, I taught as an L2 certified specialist at the Associazione Scuola Montessori in Como, Italy, where I worked with a very active community of teachers and students. Alongside my colleague Clara Campanini, I co-created the Montessori Intercultural Program, a project that continues to enrich our school today.

In 2010, I took on the role of teaching coordinator for a team of seven L2 teachers, ranging from Nursery to Lower Secondary School. Together, we developed and implemented initiatives like Erasmus+ and e-Twinning, helping both students and teachers engage in transformative exchanges across Europe. In 2022, I transitioned into
the role of L2 consultant and external L2 coordinator, and now I continue to work closely with teachers, training them through Montessori courses in Italy. I also serve as the L2 contact person for the Montessori Lombardy Association, and I am passionate about
supporting Montessori schools that want to incorporate an intercultural L2 learning approach.

Feel confident and knowledgeable in answering family’s questions about L2 development

Who is this session suitable for?

Anyone who has faced tough questions from parents regarding L2.

Workshop description:

School administrators, teachers, and language specialists often receive questions from parents that may catch them off guard or reveal insecurities in their work or practices. Building trusting partnerships with families is essential for creating a happy and healthy school community. Therefore, taking the time to prepare for these interactions strengthens the connection between families and the school, ultimately saving time and reducing concern later on.

Language development is a complex and often misunderstood process, which can lead to doubts from parents and difficult questions about school or classroom work. In this workshop, we will explore some of these questions and work on building confidence in our ability to answer them when they arise.

How to plan for confident communication with parents regarding L2 development

1. Sharing common questions and doubts about L2 development and learning that arise in a school community 

2. What is the lack of knowledge behind the question?

3. Understanding what you need to know to confidently answer and explain L2 development in your school or classroom

4. Sharing and identifying resources and strategies for learning

5. Brainstorm a plan to face parent’s questions and doubts successfully

Lucy Welsted

Lucy Welsted is the founder and director of Montessori Cordoba International School and The Education for Life Group. She founded her first Montessori programme in 2013 and The Education for Life Group in 2017. She led the creation of the Montessori Cordoba school's bilingual programme from the Infant Community to the Elementary environments. She is a qualified international elementary school teacher, a qualified English language teacher, and she has undertaken school leadership training with the Whole School Leadership Institute. Lucy represents NEASC (New England Association of Schools and Colleges) on some of their international school accreditation visits. She has also taken AMI training for elementary and adolescents.

Workshop description:
 In this talk I will showcase practical, hands-on materials designed to prepare children for Cambridge exams while staying true to Montessori principles. Through hands-on examples, I will highlight strategies for developing speaking skills, facilitating pair work, and gradually increasing task complexity from Starters to Flyers. This session will provide educators with tangible tools and inspiration to create a bilingual Montessori environment that nurtures curiosity, independence, and exam success.

Key Takeaways:

• Examples of Montessori-style materials tailored to Cambridge levels (Starters, Movers, Flyers).

• Structuring materials on the shelf to allow children to choose tasks by skill, topic, or difficulty.

• Clear, attractive arrangement of materials to match Montessori principles.

Svetlana Bekerman:

I’m an English teacher in a Montessori classroom for children aged 6 to 12 and the creator of online course for educators. My mission is to foster Independent Learners, Confident Achievers, by making English learning an exciting, self-directed journey. I’m always exploring new ways to empower my students to take ownership of their learning while helping educators create environments where curiosity and confidence thrive. Through this approach, I believe every child can unlock their potential and become a confident communicator.

The Use of Small Groups For Vocabulary Enrichment

Workshop description:

Bilingual Programs in countries that speak a different language need special activities to support language acquisition, new vocabulary and daily conversational phrases in order for children to successfully take lessons and produce literary work in the L2 language in Lower and Upper Elementary school programs.

Key Takeaways:

How to do small language groups

1. Protocol for activities in the small language groups
2. Practical ideas of what to include and how to make it rich for the children
3. Frequency and length
4. Understanding who can do these groups while the other children continue their work
5. Ideas of themes and different levels of literacy
6. Resources and links

Florencia Ugalde

Originally from Mexico, Florencia has lived and worked in five countries and in eight cities. An educator and pedagogue before becoming a Montessori Guide, Florencia worked at International American Schools.  Trained as a Guide at MTCNE in Hartford, CT, she has worked at Montessori Schools in the US, Canada and Spain for the last two decades. 

Workshop description:

Learner autonomy is not a given skill, and it is certainly not learned in one day. So, what is the skill set that children need to acquire to make smart choices during their work cycle (regarding the L2) and how can you help them to do so, so that they can make real progress in their L2? 

In this workshop we will discuss answers to these questions. You will learn about the basics of learner autonomy, why it is so important and a driving force when learning an L2. You will get to experience first steps in learner autonomy yourself, see learner-created material and create your own. We will discuss tools, tricks, and challenges when it comes to learner autonomy, and most importantly, how you can be an autonomy-supportive guide at your children’s side, no matter how far they are in the process of developing learner autonomy.

Key Takeaways:

• You will see how you can frame L2 learning in a (Montessori) classroom

• Guiding questions will help you know how to guide your learners on their journey of learning how to take charge of their learning of an L2

• You will learn from my mistakes, my experiences and successes 

• You will receive templates for learner-created material that can then become part of your classroom

• You will learn about a frame, steps, and tools that provide scaffolding for your own journey of be(com)ing an autonomy-supportive guide

Jana Winnefeld

Hi, my name is Jana Winnefeld. I have fallen in love with Montessori education and with seeing children being empowered in the L2 in the classroom. I have studied to be an elementary school teacher and an AMI guide for the 6-12-year-old child. I have also worked at the university, have taught courses in applied linguistics and general education, and have given teacher training on L2 instruction for some time. I have also been offering English as a foreign language in the 6-12 classroom at a Montessori school and love doing projects with my learners. 

This year, I have been super excited for the opportunity to share my experience with Bilingual Montessori, to offer training for Montessori Institute Prague and to meet so many wonderful colleagues from all over the world who are eager to offer a foreign language in their environment. Knowing and seeing that our children can become more and more autonomous in learning a foreign language fills my heart with joy. 

I very much look forward to connecting with so many wonderful Montessori guides and foreign language pioneers - with you - in Prague very soon.

Workshop description:
My presentation will explore what defines a culture of language learning and identify the key components essential for its success. We will also delve into practical strategies for fostering this culture in your school or classroom, offering actionable insights to enhance language learning environments.

Key Takeaways:

Understanding a Culture of L2 Learning and Its Importance in Bilingual Classrooms
Explore the concept of a culture of L2 (second language) learning and why it plays a vital role in fostering inclusivity, engagement, and linguistic development in bilingual classrooms.

Practical Strategies for Cultivating a Culture of L2 Learning
Discover actionable methods to create an environment that supports and encourages L2 acquisition in your school or classroom.

Reflection Questions for Assessing the Bilingual Culture in Your School
Use thoughtful prompts to evaluate the strengths and areas for growth in your school's bilingual practices, ensuring they meet the needs of students, families, and staff.

Opportunities for Community Collaboration and Reflection
Engage with other community members to exchange experiences, celebrate successes, and address challenges in building a vibrant bilingual culture.

Laura Cassidy

Laura Cassidy, currently Elementary Guide at Montessori Córdoba International School in Spain, is a passionate advocate for autonomous and bilingual learning. Originally from Scotland, she began her career as an English as an Additional Language (EAL) teacher in Spain, where she discovered her love for empowering students through language. Her expertise expanded as she contributed to Second Language Acquisition (SLA) training and resources for Edinburgh Council equipping educators with innovative strategies to support multilingual learners. As an AMI-certified 6-12 guide, Laura is dedicated to fostering curiosity and creating environments where bilingualism thrives, inspiring both students and educators to embrace the power of language learning.

Workshop description:

Navigating early literacy in a Montessori bilingual (L2) setting can be challenging, as limited vocabulary and fluency often hinder the 'Explosion into Writing' that Maria Montessori so vividly described. This talk offers practical, actionable strategies to overcome these barriers, empowering children to thrive as confident readers and writers in an L2 environment.

Key Takeaways:

Identifying Barriers to the Explosion into Writing

Uncover the challenges that prevent the "Explosion into Writing" in an L2 environment and discover innovative ways to overcome these obstacles.

Practical Strategies to Ignite a Love for the L2

Explore actionable methods to help young learners develop a deep emotional connection to the second language, making learning joyful and engaging.

Harnessing the Power of the Key Vocabulary List

Learn how to create and effectively use a Key Vocabulary List to bridge gaps in vocabulary. Attendees will leave with a personalized Key Vocabulary List ready to implement in their classrooms.

Integrating the Key Vocabulary List into Language Materials and Daily Routines

Gain practical insights on incorporating the Key Vocabulary List into your teaching materials and daily classroom routines for maximum impact.

Building Reading Fluency with Levelled Readers

Discover a step-by-step plan to establish a structured reading system in your classroom. From creating a classroom library and organizing reading logs to assessing reading levels and engaging parents.

Denise Fernandes

Denise Fernandes is a Children’s House Lead Guide at Montessori Cordoba International School in Spain. Originally from Brazil, Denise brings over 18 years of experience working in international school settings across Brazil, Portugal, Spain, and Lithuania. Her journey began in São Paulo, where her passion for Montessori education first aligned with her love for diverse, multicultural learning environments.

Over the years, Denise has cultivated a wealth of ideas and strategies from her work in both Montessori and other educational approaches. Through dedicated experimentation and refinement, she has developed effective methods to help young learners thrive as readers, particularly in bilingual and second-language (L2) settings..

Panel discussion description:

In this session, we will hear from school leaders in Prague, Warsaw, and Madrid as they discuss how they have responded to the linguistic and socio-emotional needs of children in this situation.

Schools in Prague and Warsaw, for instance, have welcomed Ukrainian children, taking on the complex task of supporting students fleeing war zones, who have suffered loss and trauma, and who may not speak the local language or English. Meanwhile, in Spain, schools are observing the unique needs of children, who while not fleeing a crisis situation, find themselves struggling with similar linguistic and cultural barriers.

Moreover, in both situations the parents are also facing a new array of challenges in their lives that may leave them feeling isolated or insecure.

Panel discussion participants:

Marikay McCabe, Malgosia Tarnowska, Pherooz Karani, Joanna Stewart

Workshop description:

A unique workshop titled "Teacher Competencies in Relation to Building Bilingual Programs" is designed to share the practical experiences and insights from our bilingual school, Andílek. This one-hour session is ideal for educators, school leaders, and anyone interested in the intricacies of bilingual education. The workshop will delve into the essential competencies required for main guides in a bilingual environment, drawing directly from the real-life applications and successes of our educational model. Participants will engage with leaders and guides from various program levels—0-6 years, 6-12 years, adolescents, and from the perspective of the school director—making it a rich forum for learning and discussion.

Key Takeaways:

Comprehensive Overview of Key Competencies

Acquire a detailed understanding of the crucial competencies for educators in a bilingual setting, especially how these are applied in our school.

Focus on Communication Skills

Through active workshop segments, focus specifically on enhancing communication skills, which are pivotal in coordinating and optimizing bilingual education.

Interactive Discussions with Section Leaders

Engage in meaningful discussions with leaders of different age sections, providing a well-rounded view on implementing these competencies across varying developmental stages.

Practical Insights and Strategies

Learn directly from the experiences of our school's educators, gaining practical strategies that can be immediately implemented in your educational contexts.

Networking Opportunities

Connect with fellow educators and leaders, fostering an exchange of ideas and practices that can enhance your professional journey in bilingual education.

Hana Chramostová and the team of Montessori schools Andílek:

This workshop is led by Hana Chramostová, School Principal of Montessori Andílek, together with experienced leaders and guides from the school's age groups: 0-3, 3-6, 6-12 and 12-15 years. Andílek specialises in bilingual education, serving both bilingual and monolingual Czech-speaking families. From their first steps at school, children are immersed in a bilingual environment that fosters natural bilingualism alongside cognitive and social development.

This workshop showcases their expertise and commitment to sharing their experiences and knowledge with educators and school leaders for replication and innovation within their own bilingual programmes. Participants will gain first-hand insights from a team that has successfully overcome the challenges and celebrated the successes of bilingual education in a Montessori context.