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There could be many reasons why this method works, notice also that in the following only Esperanto is mentioned, because this method uses it, but it is likely that another very easy [[planned language]] with similar features could be employed instead.
#Esperanto is extremely regular<ref> and transparent. For example, to make the plural form of a word the ending -j is used, and this rule has no exceptions (as, for example, the English tooth-teeth,''tooth–teeth'' or the Italian ''ginocchio-ginocchiaginocchio–ginocchia''</ref>). and transparent.<ref>verbsVerbs, adverbs, nouns, and adjectives are marked by a particular ending</ref> I. (e.g., all adjectives finishend bywith -a and all nouns finish bywith -o.); Soso the difference between those twothese parts of speech areis passively learned by the student;. whenWhen hethey willstart learnlearning another language, it willis bethen easier to explain to himthem what is an adjective and what is a noun is. In addition, Esperanto is an [[agglutinative language]], and this involves the student in active use of the lexicon.
#Teaching this language, that is the '''whole''' grammar of a language in a short time, one givehelps the possibility to students to make a comparison between their mother tongue and Esperanto. This comparison can be used consciously or unconsciously when learning a more complex language. This can be compared to observing a model engine for students who need to learn how a complex engine works (and in addition, Esperanto is a completely working language, not just a simplified language model).
#The grammar is minimal, so that children can start to useusing it actively (in speaking and writing) pretty soon,. and thisThis allows them to keep their initial enthusiasm that is usually lost after the first impactencounter with a foreign language that needs to be studied for many years before being able to express mere basic sentences. This would give them self-confidence, and when a new language study is started, it is seen as something easily achievable as it was for Esperanto.
#On the other side, a failure in learning a foreign language or the difficulties experienced during the first impact with it (as any other subject) can causetraumatize athe smallstudent shockand thatreduce reduces thetheir self-confidence onin thetheir student'sown language skills. It is possible to create simple sentences since the very first lessons of Esperanto, avoiding this shocktrauma.
#The sooner one can use the language, the sooner the language can be used in meeting foreign people and this stimulates the interest of the student in other cultures and of courseother languages.
Other hypotheses are discussed by [[Claude Piron]] in some of his articles.<ref>See ''[http://claudepiron.free.fr/articles http://claudepiron.free.fr/articles]'' then scroll down to '''Esperanto''' (articles about Esperanto) then, if desired, further down by language ''(articles about Esperanto in: '''English''', '''Nederlands''' <nowiki>[Dutch]</nowiki>, '''Italiano''' <nowiki>[Italian]</nowiki>, etc.)''.</ref>
==See also==
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