English is introduced in a meaningful and therefore pleasurable way, as the bilingual context creates a real need for children to communicate in the second language.

The school forms a small community where English is spoken during one class period, making learning English legitimate.
Gardner et al. call this integrative motivational model, since children have a need and desire to belong to the group.

In other words, in their desire to belong, they make every effort to communicate in the language spoken at school.

In addition to bilingualism involving acculturation, children who grow up bilingual are able to develop excellent pronunciation in English.

“Never try to teach the language per se; teach life (happiness, sadness, work, play, relationships, concepts, differentiation, self-concept from others, etc.) by involving children in situations and activities that are highly meaningful to them.” (free translation).