This article describes the preliminary findings in the Basque Country of a project shared byfour European countries to teach a second language or a foreign language to preschool andschool-age children. The method used to teach the foreign language – in this case, the thirdlanguage (English) – is based on the use of dramatized formats (Taeschner, 1992). Here,we examine (1) the level of proficiency attained by the experimental groups (50 pupils) at the endof the first year and at the end of the second year of working with the method and (2) the level ofproficiency attained by the experimental groups by the end of the second year compared to thatattained by the control groups (20 pupils) working with a different method. Other variables arealso considered: specific behavior types (disruptive, withdrawn), intelligence, sex, languageachievement, and sociocultural background. The pupils were tested at the beginning of theproject, at the end of the first year, and at the end of the second year. The linguistic data weretranscribed and analyzed with the CLAN programs of CHILDES (MacWhinney, 1995), andvarious statistical analyses were carried out. The results indicate significant differences inlanguage proficiency in favor of the experimental group as well as some interesting informationabout children with specific behaviors learning with this method.