Nhận thức của giáo viên mầm non trong việc đáp ứng nhu cầu ngôn ngữ đa dạng của trẻ: nghiên cứu trường hợp lớp Montessori 3–6 tuổi
Tóm tắt
Language development is one of the core tasks of early childhood education, playing a foundational role in the formation of children’s thinking, their capacity for behavioralregulation, and the construction ofsocial identity. This study examines how Montessori preschool teachers in Vietnam perceive and address linguistic diversity in mixed-age classrooms for children aged 3-6. Using a qualitative case study approach, semi-structured interviews were conducted with 14 teachers and teaching assistants from Montessori schools in Hanoi, Ho Chi Minh City, andCamPha. The findingsindicate that teachers interpret linguistic diversity through core Montessori principles such as respect for individual learning pace and acceptance of silent periods, and employ flexible strategiesincluding action-based language modelling, natural translanguaging, and indirect correction. However, their practices are constrained by contextual factors such as parental expectations, large class sizes, and limited bilingual Montessori materials. The study contributes to clarifying pedagogical practices that respond to children’s diverse linguistic needs and offers implications for professional development, as well as policy directions to support sustainable bilingual/multilingual education in early childhood education.
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