From my casa to yours : evaluating the possibility of applying the Montessori language curriculum to the Ontario elementary context

Abstract

The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook.

The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented.

In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.