Researches show that children that learn a second language when they are small develop an authentic intonation and pronunciation.
Children do not have the inhibitions as adults when they learn another language. Neuro scientific studies show that the infant brain is extremely flexible and can be easily modified.
The children speaking two or more languages are able to think with greater flexibility and creativity. Bilingualism in early childhood (where the second language is introduced immediately, in any case within the first 3 years) and infant Bilingualism (the second language is introduced after three years) classify a child as a “native speaker” at school).
In fact, it is important at which age the second language is introduced and it has an important effect on the development and function of the brain, so even if the knowledge of the language are quite the same, the brain’s processes are very different and so also the handling of the foreign language and the way, the brain handles many other stimuli.
Learning a second language increases the possibility in education, school career and professional development.
In the classroom there is an English teacher (native speaker) and an Italian teacher. Children learn by talking and playing, they are not forced and they live this experience easily and with enthusiasm.
The bilingual approach works particularly well in a Montessori environment through the concrete nature of the daily activities. In fact Montessories material uses a universal language, and the educational process to which the child is exposed is customized.