Chapter 3. An INSET Model for Innovation: Combining Montessori Principles and Language Learner Autonomy
Birgitta Berger and Leni Dam
Birgitta Berger and Leni Dam
Abstract
This chapter presents an innovative in-service teacher education (INSET) model that brings together Montessori pedagogy and Autonomous Language Learning (ALL) to reimagine language teaching practices. Drawing on the deep philosophical and methodological compatibility between the two traditions, the authors outline how Montessori’s emphasis on independence, holistic development, and prepared environments aligns with ALL’s focus on learner agency, authentic target-language use, continuous evaluation, and learner-created materials. The chapter describes the development and implementation of a two-part workshop series designed to support Montessori language teachers in adopting ALL principles through hands-on engagement, action research, and reflective practice. Detailed accounts of workshop structures, classroom applications, successes, and challenges illustrate how teachers can shift from teacher-centred routines to learner-centred, autonomy-supportive environments. The chapter concludes with insights into what motivates teachers to innovate, strategies for overcoming misconceptions about autonomy, and an update on the growing integration of ALL into Montessori training and practice across Germany and beyond.
About the Authors
Birgitta Berger has been teaching English at Montessori schools in the Munich area (Germany) since 2000, working with all age groups from kindergarten to exam preparation in Years 9 and 10. She shares her experience of autonomous language learning in primary and secondary classrooms through publications and in-service training at the Montessori Bildungsakademie MoBil, Akademie Biberkor, the Austrian Montessori Academy ÖMA, and Erudio Montessori (Czechia).
In 1973, Leni Dam started reforming her own English classes in a Danish elementary school south of Copenhagen by taking her first steps towards developing language learner autonomy. In 1995, her first book, Learner Autonomy: From Theory to Classroom Practice, came out. Since then, she has published extensively on the topic. One of her latest publications is “Learner Autonomy- Theory, Practice and Research” (2017), together with David Little and Lienhard Legenhausen. Apart from spreading the word about language learner autonomy via publications, she has run workshops and given numerous talks worldwide. Apart from being a teacher, she held the post of in-service teacher trainer at the Royal Academy for Teachers in Denmark. In 2004, she received an honorary PhD in pedagogy from Karlstad University, Sweden. She is now a freelancer.
Citation
Berger, B., & Dam, L. (2025). An INSET Model for Innovation: Combining Montessori Principles and Language Learner Autonomy. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 63-86). Candlin & Mynard. https://doi.org/10.47908/40/3
This chapter presents an innovative in-service teacher education (INSET) model that brings together Montessori pedagogy and Autonomous Language Learning (ALL) to reimagine language teaching practices. Drawing on the deep philosophical and methodological compatibility between the two traditions, the authors outline how Montessori’s emphasis on independence, holistic development, and prepared environments aligns with ALL’s focus on learner agency, authentic target-language use, continuous evaluation, and learner-created materials. The chapter describes the development and implementation of a two-part workshop series designed to support Montessori language teachers in adopting ALL principles through hands-on engagement, action research, and reflective practice. Detailed accounts of workshop structures, classroom applications, successes, and challenges illustrate how teachers can shift from teacher-centred routines to learner-centred, autonomy-supportive environments. The chapter concludes with insights into what motivates teachers to innovate, strategies for overcoming misconceptions about autonomy, and an update on the growing integration of ALL into Montessori training and practice across Germany and beyond.
About the Authors
Birgitta Berger has been teaching English at Montessori schools in the Munich area (Germany) since 2000, working with all age groups from kindergarten to exam preparation in Years 9 and 10. She shares her experience of autonomous language learning in primary and secondary classrooms through publications and in-service training at the Montessori Bildungsakademie MoBil, Akademie Biberkor, the Austrian Montessori Academy ÖMA, and Erudio Montessori (Czechia).
In 1973, Leni Dam started reforming her own English classes in a Danish elementary school south of Copenhagen by taking her first steps towards developing language learner autonomy. In 1995, her first book, Learner Autonomy: From Theory to Classroom Practice, came out. Since then, she has published extensively on the topic. One of her latest publications is “Learner Autonomy- Theory, Practice and Research” (2017), together with David Little and Lienhard Legenhausen. Apart from spreading the word about language learner autonomy via publications, she has run workshops and given numerous talks worldwide. Apart from being a teacher, she held the post of in-service teacher trainer at the Royal Academy for Teachers in Denmark. In 2004, she received an honorary PhD in pedagogy from Karlstad University, Sweden. She is now a freelancer.
Citation
Berger, B., & Dam, L. (2025). An INSET Model for Innovation: Combining Montessori Principles and Language Learner Autonomy. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 63-86). Candlin & Mynard. https://doi.org/10.47908/40/3
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Information About the Book
Title: Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership Editors: Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker Read more... |