Two languages in meaningful situations
At BSA, French and English accompany stories, songs, games, and conversations. Children encounter languages through activities that have meaning for them.
Age-appropriate expectations
For toddlers, the focus is on first words and communication. In preschool, reading and games support early skills. In elementary school, reading comprehension, writing, and oral expression are developed further.
A dialogue with parents
Tell the team about the languages used at home and your child’s experience. Ask how progress will be observed and how communication with teachers is organised.
Observing during your visit
Ask for examples of activities in both languages and their place in the programme. The aim is to understand how the classroom actually works, not to seek a promise of immediate bilingual fluency.
Supporting language without turning every conversation into an exercise
To discuss language development, note which languages your child hears, understands, or uses in different situations. These observations are more useful than a simple level label. Reading, songs, and conversations in the programme introduce languages in varied contexts with age-appropriate expectations.
Asking about progress
Ask what examples show understanding and expression in each language. Children can participate by listening, pointing, answering, or telling a story. School follow-up supports these conversations; a bilingual programme does not imply identical or immediate fluency for every pupil.