Objective:

To support the hypothesis that the integration of action resonance perception in preschool children favors the familiarization in the acquisition of a second language, which is affected because of an insufficient use of language as social process even when the initiation is produced before the brain poda.

Method:

The use of the theoretical methods leads to the construction of the theoretical framework, whereas the approach group and the collaborative camera contribute to the fulfilment of the objective.

Results:

The potentials which are favored in children due to the activation of bilingualism during their initiation in the foreign language before the brain poda.

Conclusion:

The insufficient repetition and use of the linguistic components of the foreign language can affect the linguistic progress of preschool children even when the integration of action resonance perception is reinforced.

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