By Karla Ugalde Raby – Chile

Learning English as a second language is a key skill in a world that is constantly changing, so teaching it from the earliest ages is increasingly important. In this first stage of life, methods must be chosen carefully to match children’s developmental stage and be truly meaningful.

From a neuroscience perspective, there is a “sensitive period” between ages three and five, a window that is especially favorable for acquiring a second language. In this stage, motivation and play are essential when designing experiences that are playful, active, meaningful, and connected to real contexts.

An immersive environment is especially effective because it imitates, as far as possible, the context of a native speaker. When English is part of daily classroom life and aligns with the natural way children learn—through the senses, action, and movement—it stops being a separate subject and becomes a genuine, necessary opportunity to communicate. It also requires the involvement of the whole educational community.

Teachers, assistants, and families share a common language and help children expand and practice vocabulary. In this way, English appears in daily life and children find many chances to use it with purpose.

Putting this into practice means planning routines and settings that make English “necessary,” using it in different ways and with high frequency. It is important to include storytelling (short, repetitive tales with large images or real objects that support understanding); body movement (freedom and enough space, linking simple instructions with action to deepen learning and improve memory); music (exposure to short phrases in context); songs and rhymes with gestures (to support repetition without fatigue); and, above all, play, which is the natural way children learn language and socio-emotional skills.

Teaching English well in early childhood requires three clear commitments: frequent use of the language in real contexts (stories, music, play, and movement); age-appropriate support through short, playful activities; and coherence between the classroom and the wider environment through simple, repeatable practices. With these foundations, the second language becomes part of daily life and a tool to communicate, explore, and live together.

– English Magazine