This master’s thesis explores the growing importance of bilingualism in early childhood and examines how environmental factors, particularly at home, contribute to second language learning. Researchers claim that an early start is most beneficial in second language acquisition, especially in terms of pronunciation, and that an immersion programme provides the most authentic context for mastering second languages. For the purpose of this thesis, a twofold research was conducted based on the preschool departments of the French and British International Schools of Ljubljana. Parents whose children attend the two schools were surveyed to gather data on the children’s language exposure in their home environment, including their exposure to (digital) media, and its impact on their motivation. Three preschool teachers were interviewed to gain valuable insight into the immersion method used at both schools. Findings suggest that the children in this study are more exposed to English in their home environment than French and are therefore more motivated to learn English. However, the limitations of this study lie in its reliance on parental responses. In addition, parents and teachers do not view inclusion in an immersion kindergarten as crucial, but as a better foundation for the child’s bilingualism.
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