Play English was born on the idea and conviction that languages can and need to be learned from a very young age, and that such a learning can take place through a natural developmentally appropriate process such as PLAY. Play is a means through which most young children of pre-school age explore the world around them, and therefore LEARN. Play English felt the need to create a context, where play was at the centre of such a learning process and where its young community of learners would benefit from an education which was not limited to national monolingual and mono-cultural schemas. The education model in mind was one that opens horizons and aims to equip the future world citizen with the necessary skills and knowledge to better face the ever changing demands of our current society. Learning another language and through another language is an excellent way to achieve this. Becoming a competent bilingual from a very young age, implies, for us, acquiring a second language in a natural and enjoyful way, but at the same time maintaining and developing one owns mother tongue and culture (Additive Bilingualism). Becoming bilingual for us also means developing language skills in two languages, not only for communicative purposes, but also for academic achievement. Furthermore becoming bilingual for us means learning about cultures, and learning to feel comfortable within those cultures by appreciating and valuing differences. Becoming bilingual for us means drawing on a series of other benefits; these are educational, cognitive, socio-cultural or economic.

The Bilingual Elementary and Middle schools cater for children aged 5-14 and is organised on a Dual Language Immersion model. Subjects are taught in both languages following a 80/20 ratio in the first grades moving towards a 60/40 ratio in Grade 5 and a 50/50 ratio in the Middle years programme. We offer a stimulating and rigorous programme of studies where children develop their skills and knowledge in the different areas of the curriculum taught through the medium of both English and Italian. A third language is introduced when children turn six (Grade 1), while Transition children experience a “Language Awareness” course in preparation for the study of a third language. We have established a good working relationship with a local authority Italian state school, which serves as a source of information for any new developments and helps us to update and monitor the effectiveness of the Italin curriculum components of our programme. For children in Transition to Grade 3 the Elementary school is housed in a recently renovated annex to the main school building in Monza. Children in Grade 4 to 8 are housed in a new school building on a different site in Villasanta. Both sites have fully equipped spacious classrooms, a multimedia room with video conferencing facilities, listening atations, satellite TV and computers. Both school have their own gym and playground areas. Our bilingual programme of studies is enriched by specialist music, art and physical education teachers. An one term swimming course at a local swmiming pool is part of our physical education curriculum.

Where do students go to when they leave the Bilingual school?

Having completed an Enriched Bilingual Education experience, during the “most critical age phase”, our students have a variety of options; they can confidently proceed their studies in either a national monolingual state or private school or opt for an International school.