Studies show that being bilingual conveys many cognitive benefits. Speaking a second language can mean having a better attention span and, in many cases, multi-tasking more effectively than those who speak only one language. Being bilingal (as well as multicultural) makes people better equipped, not only in linguistic abilities, but also in important social skills that are necessary to work with people from other cultures and backgrounds. These skills include the ability to be more perceptive than others, more empathic, and a more effective communicator.
These classes begin with a dialogue which uses the second language in a casual conversational style. The material is first presented orally with actions or pictures. The students' first language is not used, and no translation is provided. The preferred exercise is a series of questions based on the dialogue or story, with the students responding in the new language.
Learning grammar is a necessary part of building reading comprehension and fluency. At first, there is a major focus on vocabulary, since learning words is initially more important than practicing grammatical skills. Translations are considered an appropriate part of this classroom process, as a necessary tool for comprehending written text.
The new material is presented in the form of a dialogue, with grammar being learned inductively. The skills involved are organized and learned in the following order: auditory comprehension, oral expression, reading, and writing. Use is made of audio and visual aids, and an extended period of pre-reading precedes the course. Great attention is paid to precise and native-style pronunciation.
We have native teachers who, hand in hand with the Project-Based Learning methodology, allow us to integrate the teaching of a second language as a constructive process where children will discover from an early age, knowledge that they will apply in their daily activities.
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