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At nursery school-going age, the brain structure of a young child is so flexible that it is natural for him or her to learn one or two languages. The younger a child is the better he or she can perceive and copy sounds that are different from his or her native language. It has been proven that language acquisition follows a biological rhythm : sounds are more easily acquired until age five, grammar until age eight. Therefore we must seize the opportunity to teach children the basics of a second language from nursery school. Bilingualism has no negative impact on learning French. On the contrary, it helps a child to really master their native language. By comparing the two languages, the child is even better at analysing grammar and vocabulary. These early-acquired mechanisms facilitate the learning of another language later on in life, and even facilitate the learning of other subjects.

Bilingualism cannot be seperated from cultural heritage, synonym of tolerance and open-mindedness. Bilingual children are exposed to different cultures, different countries, different ways of thinking at a much earlier age, which makes them curious. By the same logic, bilingual children learn how to adapt very early on. It is easier and more natural for them to interact with children who speak a language different to their own mother tongue.

An ability to speak English is now a prerequisite for numerous professions. It is therefore a huge advantage for your child to start learning English as soon as possible.

Pourquoi le chinois?


Learning Chinese – which is an ideographic language – allows an immersion into a different kind of logical reasoning. Chinese classes increase one’s intellectual faculties by stimulating a part of the brain that is not used when learning alphabetic languages. It is also a pre-emptive opportunity to master the possible future language of business. Today, a knowledge of Chinese is a major advantage in the job market. Moreover, learning Chinese calligraphy is an excellent memory exercise and can improve a child’s deductive reasoning.