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Abstract
This article presents the process and results of a investigation that aims to characterize the acquisition of linguistic skills in English based on experiences given in transversal and heuristic environments in the transition grade. It is situated in practical action investigation, locating three fundamental phases in the design, namely, observation, thought and action. The investigation was carried out in a Public Educational Institution in the city of Santiago de Cali, applying surveys to members of the educational community, including teachers, students, and families. The data was analyzed considering the categories proposed within the specific objectives. It was evidenced that students from the first years of school can develop listening, speaking, reading, and writing skills in English, through environments of immersion in the language that include, the exemplification through the teacher's body language, interactions with their immediate environment, motivation to students from the integration of content and their daily situations, and the implementation of playful strategies with specific material for their ages.
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