Bilingualism has become a prominent topic in Brazil’s educational landscape, with a 6% to 10% increase in the number of bilingual schools in the country over the past five years, according to the Brazilian Association for Bilingual Education (ABEBI). One example of this expansion is the Thomas Bilíngue for Schools program, offered by Casa Thomas Jefferson, which is part of this trend aimed at democratizing access to bilingual education, expanding its availability, and raising awareness of the importance of becoming a bilingual citizen.

But, after all, what does it mean to be bilingual?

According to Bloomfield, a bilingual person is someone who has native-level proficiency in both languages. In contrast to Bloomfield’s definition, McNamara argues that a bilingual person is someone who has a basic level of proficiency in at least one of the language skills—such as speaking, writing, listening, and reading—in a language other than their native language. However, the multidimensional view of Hamers and Blanc, adopted by Casa Thomas Jefferson, considers bilingualism a phenomenon that goes beyond linguistic competence, in which children’s linguistic development occurs in parallel with their cognitive, neurological, social, and cultural development.

Now more than ever, schools are in a position to provide students with a perspective on a globalized world. Therefore, the inclusion of bilingual programs, such as Thomas Bilingual for Schools, in school curricula offers children greater exposure to additional languages and accelerates the language acquisition process in a natural and effective way.

Students are placed at the center of the learning process through classes and activities carefully planned by experts. The program integrates content and language instruction, in line with Brazil’s National Common Core Curriculum (BNCC).

Educators, who participate in continuing professional development, also support increased exposure to the language during class and create an environment conducive to real-world activities in order to promote collaboration, mutual respect, and the development of social skills.

However, one of the questions raised by families is: “The earlier, the better?” Expert Carol Read argues that language acquisition from early childhood is essential, provided it occurs naturally and in an engaging way, with a focus on social relevance and children’s active participation in real-life events to stimulate multiple intelligences.

The program is not only aimed at language proficiency but also at valuing children’s individuality, promoting independence, respect for differences, and multiculturalism. Through experiences, observations, and explorations, the program seeks to develop bilingual, self-reliant, independent, and socially conscious citizens who are prepared for an increasingly globalized world.

To learn more about Thomas Bilíngue for Schools, visit: thomasbilingueforschools.com

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