Abstract:

Bases
1. English language teaching through immersion in Only English classes that support the change of codes or switching process as proposed by the Generation Voice Theory.
2. Development of auditory discrimination skills of English phonetic sounds through systematic and specific exercises.
3. Integrated learning of language and contents in order to renew and enrich perspectives in both subject matters and motivate students at the same time.
4. Enhancement of students own capabilities through strategies based on the Theory of Multiple Intelligences.
5. Emphasis on meaningful and constructivist learning through the planning of preactivities and postactivities.
6. Constant flow of thinking skills through the expression of thinking processes, the application of decisions and the creation of new ideas.
7. Use of mind maps to visualize connections among ideas.
8. Development of group interaction strategies and planning of collaborative activities in class.

With the AMCO method students learn a second language as spontaneously as the acquired their mother tongue, is based on studies that demonstrate children learn to build relationships with the world through different communication codes; by them they express ideas, experiences, needs and feelings using gestures, attitudes, behaviors, voices and language tones in all their possible shapes. These theories are based on the following concepts:
It is necessary to use both hemispheres to obtain a code of communications in the process of second language acquisition.
The sooner the age for learning a second language begins the better.
When more brain zones are stimulated through visual material, intonation, gesticulation, mimicry, facial expressions, music, games and more, the degree of comprehension and retention of the concept will be greater.
Trying to involve the student within the process of teaching-learning in an active mode, not just as a receptor of the information provided by the teacher.
It is critical that the knowledge becomes an “experience” for the child to “own” the information and use it whenever it is required.
It is necessary for the child to think in the language he is acquiring. It happens when translating from his native language is avoided, and when, apart from the activities and tasks in traditional learning, children are motivated with games, group dynamics, and real experiences for practicing the second language.

The goal is thinking in the language being learnt. To get it, the child should develop communication codes in a natural way, create mind “stores” where saving the information from each language without translating from the native one. Our teaching methodology includes:
• Multiple Intelligences, according to Ph.D. Howard Gardner’s theory
• The importance of Emotional Intelligence, demonstrated among other people by Daniel Goleman.
• Bloom’s Taxonomy, that develops a classification of learning objectives and skills within education.
• Knowledge embodying tools, as mind maps by Tony Buzan.
• Interaction strategies, as cooperative learning by David Johnson and Robert Johnson.
• Visible Thinking, Project Zero- Harvard University, an approach to teaching and learning that emphasizes the use of thinking routines and documentation to make thinking more visible in classrooms.
• Project-based learning, that promotes and practices new learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to solve a problem.

Keywords:

Innovation, multiple inteligences, emotional intelligence, visible thinking, project based learning, generating voice theory.