The term multilingualism on the threshold of the 21st century has an the increasing role; at the level of the world, of Europe, the European Union, Slovenia and an individual. As a result, also more and more language schools are established. The diploma thesis describes in detail a method for learning English, Helen Doron Early English, with their own language centres for learning English. The thesis is divided into theoretical and empirical part. In the first part of the theoretical part the teaching of foreign languages at an early stage is described in general. Multilingualism as a concept and different definitions of multilingualism are described. Presented are also the goals of the European language policy and current status in Slovenia. In the second part of the theoretical part an early foreign language learning is described in more detail. Various studies on the most suitable start of early foreign language learning are summarised. This section also describes the methods and strategies for teaching English, which are used in public education and in various language schools. The second part of the theoretical part is entirely devoted to the Helen Doron Early English method. First of all, the life path of the method founder, Helen Doron, is described. The most important influences on the development of methodology are described in detail; the Glenn Doman method, Saphir Whorf hypothesis, and most important, i.e. the Suzuki method. It is also described how Helen Doron explains her methodology and how language acquiring works, and advantages of multilingualism are introduced. The last part of the theoretical part is dedicated to Helen Doron Early English language centres, to description of courses, teacher training, work with parents ... In the empirical part the qualitative survey (case study) is described, which was carried out in Ljubljana Helen Doron Early English centre. First, the research flow and description of each research technique with research questions are explained, which are followed by qualitative analysis of individual research techniques with descriptions and pictures for easier understanding. Finally, there is also a pooled analysis of several techniques for the interpretation of important research questions about the Helen Doron Early English method.
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