IMS provides a meaningful environment where students realize the value of mastering the second language. Nevertheless, there is a lot of value in starting your child in a second language as early as possible to increase the level of language proficiency. As in all learning processes, individual differences occur in how children proceed through the developmental sequence of second language acquisition. When a child realizes that he should not speak his native language in the second language classroom, it is at this point that (s)he must decide whether or not to make the effort to acquire the new language. Motivation plays an important role in second language acquisition. Being exposed to a second language is obviously not enough. Wanting to communicate with people who speak that language is crucial if acquisition is to occur. Moreover, there are enormous individual differences among young children, as among adults, in how soon and well productive control of a second language is achieved. These differences are based on how each second learner approaches the task of learning a new language, the strategies that are employed and the personal characteristics of the individuals.
Generally speaking, children who are genuinely interested in learning to communicate in a second language, who seek out opportunities to listen to and use the new language, and who are comfortable interacting in social situations, tend to progress more easily and quickly in learning a second language.Conversely, children who reject the second language and isolate themselves from native language speakers of the second language will logically not make similar progress in their acquisition. Therefore, giving value to the second language by providing more opportunities to use it in the child’s environment outside of the school is very important. At IMS, most children who are beginning to learn a second language typically begin telegraphic and formulaic speech after a few months. More productive language usage then emerges during the latter part of the year and the following school year. However, as indicated above, the rate of acquisition varies among children.