The most suitable period for foreign language acquisition is early childhood. Montessori educators, aware that the early years are the optimal time for language development and structuring, have developed various practices for foreign language learning. Among these, the most common method, which we will also use in our school for teaching English, is bilingual education. In this approach, one of the classroom teachers or an assistant teacher always speaks only English with the students with the other speaks Turkish. Materials in all curriculum areas are organized to be presented in both languages.

In an environment where both languages are used, language learning occurs naturally. The English-speaking teacher communicates via English in everything from teaching children songs, to assisting during meals, to playing in the playground, or presenting a Montessori activity. Children, due to their age-related sensitivity to language learning, can comfortably learn both languages simultaneously.