Given the increasing quantity of new bilingual Montessori schools opening each year, we focus on the manner, using what methodology, foreign languages are taught in these schools. The Montessori pedagogical approach, created at the beginning of the 20th-century, was not initially conceived as a methodology for teaching foreign languages. This style of schooling also does not offer traditional-style classes to the students. The question then arises: how do children in Montessori schools actually learn the target language? Our hypothesis is that learning is done through an action-based approach. The objective of this thesis is to compare the Montessori pedagogy and the action-based approach, advocated by the CEFR. We first define the Montessori pedagogy and highlight its possibilities in foreign language teaching. Then, we analyze our data obtained through observation in a Parisian Montessori school, in order to better understand this link between action-based approaches and learning. We also propose potential language-learning activities which follow the descriptions given by the CEFR.
Keywords: Montessori, Foreign Language didactics, Action-based approach, CEFR.

In July 2021, I had my oral defense regarding my thesis called Teaching Foreign Languages in the Montessori Classroom. Here it is if it interests you!