架构师提供的文本描述。2011年成立于西班牙的“英语寻乐”，是一种革命性的方法，适用于任何年龄或身体状况的儿童，用他们的五种感官来学习英语。英语是所有孩子学习的地方。这种教学方法的基础是，每个儿童都是特殊和独特的。

Text description provided by the architects. English for Fun, founded in Spain in 2011, uses a revolutionary method for children of any age or physical condition to learn English using their five senses. English for Fun is a place for all children to learn. This pedagogical approach is based in the idea that every child is special and unique.

新的英语娱乐中心想要成为这种创新教学方法的代表，一个促进创造力、想象力和激发所有五种感觉的地方。

The new center for English for Fun wanted to be a representation of this innovative teaching method, a place to booster creativity, imagination, and to stimulate all five senses.

 © Imagen Subliminal

意象潜意识

这个委员会提供了一个机会来调查设计如何在游戏和学习过程中塑造经验和影响主题。

This commission represented an opportunity to investigate how design can shape experience and affect the subject in processes of playing and learning. 

 Ground Floor

雷吉奥·埃米莉亚方法是一种教育哲学，它建立在对学习的自我指导和非常开放的解释之上。它建立在三个核心原则上：

The Reggio Emilia approach is an educational philosophy based in a self guided and very open interpretation of learning.  It is based in three core principals:

儿童是学习过程中的一个积极部分。它的基础是一种无指导的游戏方式，孩子们对自然的和人工的游戏对象有自己的理解。

• the child as an active part of the learning process. it is based in a non-guided way of playing where the kids have their own interpretation of natural and artificial play-objects. 

 © Imagen Subliminal

意象潜意识

学校的建筑环境被认为是第三位教师，仅次于教师和家长。

• the built environment of the school is considered the third teacher, only after teachers and parents. 

·必须使学习过程变得可见

• the process of learning has to be made visible

 © Imagen Subliminal

意象潜意识

这项建议应该克服为孩子设计的空间的陈词滥调，非具象性的，并可进行多种解释。其目标是创造一个空间，让游戏对象，而不是玩具，只在与孩子的互动中充分发挥它们的潜力。设计应该像孩子的规模那样，在成人的尺度上运作，这样才能创造出一个冒险游乐场的精神空间，而不是玩具。因此，创造一个只有孩子才能居住和拥有的空间是很重要的。答案是提出一个修补托盘，在这个托盘里，游戏和学习过程中涉及到的所有物体都可以是存储物，制作展品，孩子们也可以感觉到自己是其中的一部分。策略是提出一种厚重的结构，而不是用薄薄的隔板来配置教室空间，这是一堵适合居住的墙，当不使用时，它将存储所有家具和物品。使类的重新配置非常容易。这个结构的几何图形的断裂创造了一系列的角落，将由孩子们居住。对象的不同类型被降到最小，建立了一个可以多种方式使用的通用模块。它不是一张椅子，一张桌子，一座塔，不是厨房，也不是汽车，也不是装石头的盒子，也不是头盔，而是上面所有的东西。(鼓掌)

The proposal should overcome the cliches of spaces designed for kids, being non figurative and open to multiple interpretations.  The goal was to create a space in the spirit of the adventure playgrounds where the play-objects, not toys, only develop their full potential in the interaction with the kids.  The design should operate at the adult scale as much as the kids’ scale, so it was important to create spaces that only children could inhabit and own. The answer was to propose a tinker tray, where all the objects involved in the play and learning process could be storage, the work produced exhibit and where the kids could also feel that they are part of it.  The strategy was proposing a thick structure instead of thin partitions to configure the class room space, an inhabitable wall that will storage all furniture and objects when not in use, making the reconfiguration of the class very easy. The broken geometry of the structure creates a series of nooks, that will be inhabited by the kids. The different typologies of objects were reduced to the minimum, establishing a generic module that can be used in multiple ways. It is not a chair, or table, or tower, or play kitchen, or car, or box for stones, or helmet, but all the above.  

 Axonometric

这堵厚厚的可居住墙的功能是双重的，一是创造了孩子们拥有的小空间，二是提供面向教室和走廊的存储空间，所以通常只能循环使用的空间现在被激活了，可以作为孩子、老师和家长的共同点。它还把走廊变成了学习过程的展示，模糊了教室之间的界限，扩大了对空间的感知，避免了传统的教室分隔。

The function of this thick inhabitable wall was twofold, first creating little spaces to be own by the kids, and second to provide storage space facing both, the classroom and the corridor, so the space that usually only serves as circulations is now activated and can be used as common ground for kids, teacher and parents. It also transforms the corridor into a showcase of the learning process, blurring the limits between the classrooms, and expanding the perception of the space, avoiding the conventional compartmentalisation of the classrooms.