Real bilingual immersion
Our 50/50 bilingual program does not treat English as one more subject in the schedule. It treats it as a living language: half the academic day is taught in English, from Pre-K.
The result: students who do not translate mentally, but think and operate naturally in both languages. Real bilingualism, not catalog bilingualism.
The academic day
Not an approximate ratio nor "depending on level". Exactly half the academic day in each language, every day.
50%
Español
50%
English
The exact distribution of subjects varies by grade level, but the 50/50 principle is kept constant from Pre-K.
The fundamental principle
In math in English, the teacher does not translate concepts. Students learn fractions directly —they do not learn "fracciones" and then its translation. That is immersion.
This distinction seems minor but is the difference between someone who speaks English and someone who mentally translates from Spanish to English. The first is fluency; the second always shows.
That is why we start at age 3. Before age 7, the brain acquires languages without conscious effort. After 7, every new language passes through filters of the native language. The difference is permanent.
Results by stage
The bilingual learning curve is progressive. This is what you can reasonably expect at the end of each stage.
Stage 01
Ages 3 to 6
Stage 02
Ages 6 to 12
Stage 03
Ages 12 to 15
Myths about bilingualism
Popular beliefs about bilingual education often contradict the scientific evidence of the past three decades.
Myth 01
"Learning two languages at once confuses children."
Reality
Neuropsychological research shows the opposite. Young children have unique brain plasticity to acquire multiple languages simultaneously without effort or confusion. This capacity diminishes after age 7; leveraging it earlier is an irreplaceable advantage.
Myth 02
"It is better to master one first and then learn the other."
Reality
That model works for adults, not children. Waiting until adolescence to teach a second language means NEVER acquiring native-speaker fluency. The optimal acquisition window closes much earlier.
Myth 03
"My child will fall behind in their native language."
Reality
Bilingual students from an early age show better performance in their native language than monolinguals, because linguistic awareness increases. Comparatively, they read more, write better, and have richer vocabulary in Spanish.
Myth 04
"Bilingual means "English classes"."
Reality
In our model there are no "English classes" — there are classes taught IN English. Science in English. Math in English. World history in English. Very different: the student uses the language to learn, instead of studying the language as a subject.
A unique advantage
Our bilingual program was not designed by a local academy. It is the same model of the Pharr Oratory School System in Texas, adapted to Mexico's SEP framework.
That means our English standards are those of an American school, not those of a Mexican school that "also teaches English". The difference shows from the earliest years.
Same books, same pedagogical standards, same depth of the U.S. program.
Joint training, shared materials, ongoing development of the teaching corps.
Ready for Mexican AND U.S. universities. Not one or the other: both.
Frequently asked
The most common questions from families evaluating the bilingual option.
This is the most common situation and completely normal. We design gradual immersion support for students who enter without prior bilingual background, especially in Pre-K and Kindergarten where acquisition is easier. At higher levels there is an initial leveling period supervised by the academic direction.
They are also welcome. Our program's depth is comparable to established bilingual schools, but the classical curriculum component —reading of complete works, literary analysis, essay writing— is usually new and adds value even for those with a strong foundation.
The goal is yes, especially for subjects in English. We work with native teachers when possible and, when not, with Mexican teachers with certified C2 (advanced) command and residential experience in English-speaking countries. We coordinate ongoing training with the Pharr Oratory system in Texas.
We combine materials from the Pharr Oratory system (for subjects in English and the classical curriculum) with official Mexican SEP texts when required (for subjects in Spanish under the national framework). The classical curriculum is worked directly with original works —no anthologies or adaptations.
Through continuous internal assessments (comprehension, oral expression, reading, writing) in both languages. In upper elementary and middle school we prepare for international standardized tests like Cambridge or TOEFL Junior, optionally — but official certificates are useful for future university admissions.
Completely normal and sufficient. Parents don't need to reinforce English at home. What matters is consistency: English is learned at school during 50% of the day, every day, for years. The family contributes something else: rich Spanish at home, shared reading, dinner-table conversation. Both contexts are indispensable.
See it yourself
During the tour you will pass through classrooms in both languages. The best way to evaluate our bilingual program is to hear the students speak.
