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  ONE PARENT ONE LANGUAGE METHOD IN COSTA RICAN CHILDREN 1 Running Head: ONE PARENT ONE LANGUAGE METHOD IN COSTA RICAN CHILDREN The influence of the One Parent One Language approach as a ESL learning method among Costa Rican children between 1-5 years old. Alfonso Pacheco Contreras University of Costa Rica  ONE PARENT ONE LANGUAGE METHOD IN COSTA RICAN CHILDREN 2 Abstract This investigation aimed to analyze the possible benefits and impact of the One Parent One Language method as an English as a Second Language alternative for Costa Rican children between the age of one and five years old. For this research project, six  professors from University of Costa Rica answered the survey. Additionally, the Prek-Kinder group from Talarke School was observed in order to fill the information on an observation chart. Whereas the results hint that there are positive responses in children to the One Parent One Language method, there are children that are reluctant to express themselves using English as the language of choice, but all participants have had an experience to the One Parent One Language method at some point in their language acquisition process. Keywords: One Parent One Language, bilingualism, acquisition, language, method, children, learning, education. Introduction  ONE PARENT ONE LANGUAGE METHOD IN COSTA RICAN CHILDREN 3 People have communicated with each other in different ways throughout history. Language as a means of communication has evolved and the need for people to know more than one language has become a reality. Nowadays, English is the universal language required for social interactions, job requirements, and academic purposes. Therefore, in order to succeed in an exclusive society, being able to communicate in English has become an imperative aspect in a person’s development. In Costa Rica, learning English beca me a reality during the 1980’s due to a change in the Public Educational system. However, the English teaching quality in public institutions has never been a priority for the Costa Rican government. As a consequence, the level of  bilingualism among Costa Ricans has not evolved to a point where everybody speaks to the same level. According to the 2015 study by the EF English Proficiency Index, Costa Rican’s bilingualism rate, in terms of English, is considered low, 50.2% to be precise. Therefore, in order to increase the level of English speaking Costa Ricans, it is desirable to implement several English learning methods for children apart from the standard English as a Second Language (ESL) method that is developed in academic institutions. The main purpose of this research is to highlight the influence of the One Parent One Language method as an alternative process to teach English to children between one to five years old. The collection of the data requires personal experience from both parents and academics who have used OPOL as a learning method for their children or have knowledge of the mentioned method and its use in Costa Rican children. In addition, academic texts specialized in Second Language Acquisition, OPOL, and Multilingualism will be used in order to support data. Furthermore, academic documents from the University of Kansas, USA and the University of Costa Rica will  become key elements in the analysis of the data and the reinforcement of the premise.  ONE PARENT ONE LANGUAGE METHOD IN COSTA RICAN CHILDREN 4 The general expectation of this research is to find fruitful and well sustained results that show the influence of the OPOL method in comparison to traditional ESL methods among Costa Rican children thus validating this particular method as one of the most relevant alternatives for parents in order to help their children become  bilingual. This study provides answer to the following questions: 1.   How can the One Parent One Language method as an ESL learning process influence Costa Rican children between 1-5 years old? 2.   What are the cognitive benefits of the OPOL method in children in comparison to other methods? 3.   What are the possible difficulties that parents face by raising bilingual children? 4.   What are the possible difficulties that bilingual children may face in a monolingual society? Review of Literature Even though there are different methods to help children to acquire a second language, the One Parent One Language (OPOL) method reinforces the second language acquisition through a consistent and family-inclusive process. For this reason, researching the influence that OPOL would have for Costa Rican children between the age of one and five can reveal the possible benefits of parenting-active participation in
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