On one hand, considering some of the benefits that we can recognise, there is the time these kids will be able to be exposed to a new language and therefore to learn it, the younger they start the more time they have to practise it and to experience it, leading it to a better fluency and effectiveness (Shin, J. K., & Crandall, J. A. (n.d.), 2014, p.6), another benefit of the early exposure to a new language is that children have the opportunity to get a better pronunciation, since their listening skill starts being activated with the sounds from this new language and additionally, taking advantage of their willingness to imitate what they listen to and their confidence to participate, their speaking skill is more developed and therefore more likely to get better pronunciation (Shin, J. K., & Crandall, J. A. (n.d.), 2014, p.6), finally one last benefit we can mention is the big oppportunity young learners have to become global citizens because through learning a new language they can start appreciating different cultures and their people, being this benefit one of the most important ones (Shin, J. K., & Crandall, J. A. (n.d.), 2014, p.6).

On the other hand what is also important to think of is the big challenge it implies for the society and for the way the implementation of English has been made through the past decades, one of the main challenges, which I personally think leads to two different more, is the large number of students inside the classroom, because this means less time to focus on each one’s performance, do the activities, cover the contents the curriculum requires and also, shows the limited suitable learning resources and support materials schools have to overcome this, which generally impedes students’ interaction in English become better (Barahona, M., 2016), and one other challenge would be the lack of qualified teachers for primary level to work and  implement the program these children are supposed to be taught, since despite of the number of teachers has increased they have mainly been prepared for secondary learners.

Finally, regarding the details that have been mentioned here, it is also essential to recognise the most important factors to improve the conditions for English language learning for children in our country, factors just as the need to increase the influence of English into the schools by the implementation of new an attractive contents so this subject is not seen as something external anymore but as something to daily live with; the programs to prepared qualified teachers for this level, the need to progressively reorganize the number of children in the classrooms so they all are able to develop their skills as effectively as they can, and the colaborative creation of suitable materials thus the characteristics that made the young learners a very advantageous group to work with are taken into consideration to achieve higher goals. Personally, what I believe I can do to create an optimum English Language learning environment for children when I am a teacher, is not only keep believing the barriers and the obstacles will progresively decrease but also make a change by trusting and exploring my students’ capacities and abilities so by following the program I implement engaging and fun lessons using different materials, in which my students truly believe they are capable of everything, because if our first task as teachers it is not to make them sure they can dream of anything they want to reach in the world, why are we teachers? 

Secondly, the lesson context in which the class takes place also plays an important role. It’s highly important that teachers take into account what are the interests students have, in order to make the process of learning a meaningful instance. This is especially important when teaching children since they tend to get easily distracted, therefore the use of appealing topics is essential not only for engaging students but also for purposes of comprehension of the TL. As Glisan and Donato (2017) argue, “To increase comprehensibility, the TL needs to be connected to learners’ background knowledge and interests.” (p.5). At hand with lesson context, is the contextual support, which makes reference to if teachers use different types of materials to support comprehension or whether students are familiar with the lesson topic. From our experience, the prior makes special relevance when teaching a first grade, since the adoption of different techniques such using concrete objects and making gestures, engage the participation and understanding of students.

Finally, connecting classroom interaction and students’ participation, with TL use and lesson context, it’s possible to state that once students are being given comprehensible TL about what they like through engaging activities and materials, they become the main participants of the lessons. They share what they are learning and even though there may be difficulties, they know the atmosphere provided inside the classroom, which is mainly based on their characteristics and interests, is a safe place in which their abilities will be boost and considered to build an effective learning process.