Apart from the possibility of attaining great fluency in a second language, the child is able to develop an excellent pronunciation in the second language, as his phonological system is open to the pronunciation of different sounds. A globalized world creates the need for a great fluency in a second language. The pre-school phase is an adequate moment to start this learning process as it occurs in an informal and pleasurable way. For Lambert (1974), the fact that the individual becomes bilingual has effects on his self-esteem and ego. Being able to interact with another linguistic group has the influence of changing the concept and self-esteem of the individual. This suggests that bilingualism involves a cultural experience, relating to the contact or incorporation of values, aspirations, etc. Valuing the child´s own culture, nevertheless, may and should be encouraged parallel to the contact with the new culture.

Yes, initially the children start to say a few words in the second language mixed to the native language. In hearing more and more the second language, they incorporate more words to their vocabulary, until they are able to produce short sentences in the second language. The children are conscious that they are exposed to two different languages, knowing that they are mixing their first language to the new language they are learning. Mixing two languages is part of the learning process for this age-group, as the children search for the most effective way to communicate verbally.

Each child has his/her own rhythm when it comes to language learning. At Puzzle we respect each child´s rhythm when it comes to language and other areas. So, yes, children are encouraged to speak the most they are able at that moment in the second language, alongside their first language.

The children come to school every day during 4 hours, enough to rapidly start understanding the school routine. The next step is verbalizing short words, which then become short sentences (eg. open please, sunny day and water please). After this they begin to make more complex sentences, which are more adequate in explaining something they desire, or have done, like “I went to the farm”. The communication between parents and teachers happens through bilingual messages in a notebook.

The children come to school every day during 4 hours, enough to rapidly start understanding the school routine.
He next step is verbalizing short words.
Which then become short sentences (eg. open please, sunny day and water please).
After this they begin to make more complex sentences, which are more adequate in explaining something they desire, or have done, like “I went to the farm”.
The communication between parents.
And teachers happens through bilingual messages in a notebook.

The adapting period at school is a delicate moment for the family, as it represents the first social experience for the child external to the family environment. Even though confident of the phase that the child will start school, and the most adequate school to the child´s needs, it is very common for the mother and/or father to have contradictory feelings like, “my child didn´t even cry…”, with an air of disappointment. Adapting to the people who constitute the school: staff, teachers and children, and to the new environment varies from child to child. Some soon wave bye-bye to mummy or daddy, others take a little bit longer to feel comfortable. The important thing is respecting each child´s pace, communicating with her always in her mother tongue, until she feels confident in the new surroundings. English is introduced only after this period.

Children rapidly respond to a new language when they realize there is a reason for its use. The bilingual school represents a community of people who speak English, and therefore the child makes an effort in belonging to this environment, doing his best at trying to be understood. He knows that Portuguese is spoken at home, and so in many examples we see how children avoid or even refuse to speak English in this context.

Nowadays English is present in day-to-day situations in São Paulo. Songs, expressions like hot dog, films and the internet are very close examples showing how we are exposed to English in our daily lives. Nevertheless, one can also stimulate the learning of a second language through nursery rhymes, videos, DVD`s and even a specific moment in the child´s routine, such as bath time, for speaking English.