When at CIPEC, we talk about bilingualism, we are not only speaking about the 'quality of a person who is fluent in two languages', but primarily about 'the quality of a person who, having received an education in two languages, has a plural faculty of integration.’
Some people still doubt this:
'To learn division in French and in English, isn't it confusing?' Quite the contrary: by obtaining the same result after writing a division in a different way, the child understands the concept instead of becoming confused by the mechanism of the division. Likewise, to know that the number, represented by the fraction 5/4 is written as 1,25 (in Paris) or 1 1/4 (in London) accelerates the assimilation of rational numbers.
'Does learning a second language jeopardize the first language?' A child, devoid of complexes, plays alternately in both languages from the first year of the kindergarten. Secondly, brought up in an international environment, he/she naturally communicates with friends inside and outside the classroom. In fact, for a teacher, bilingualism is a treasure, for which the key activates the opening mechanism of the other. From now on, will we be able to understand human realities in all their diversities.