In many bicultural schools of Latin America children learn to read and write in two or more languages. The problem that arises is that schools using a total emersion approach have had mixed results. The question was how to best begin the process of speaking, reading and writing in a second and third language without negatively affecting the development of the children in their native language and in their thinking processes.

The purpose of this study was to create a systematic neuro-linguistic methodology to be used with first and second grade children in order to provide them with the tools needed for learning second and more languages.

The hypothesis was: Children who first establish literacy in their native language by reading and writing for at least four months will then be able to acquire a second language more easily by integrating auditive, visual and motor skills by interactive experiences in an environment that incorporates natural elements.

A possible solution according to the hypothesis was:
To develop a systematic method for bilingual literacy with neuro-linguistic, constructivist, social, cultural and an environmental focus which begins by developing reading and writing in the native language.

Researchers should cite this work as follows:

• Maria Cristina Buitrago de Mai (2011), "Literacy through trilingual and environmental education," https://stemedhub.org/resources/381.

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1. Effectivenes in education
2. Environmental education
3. Sustainable education
4. Trilingual