This book provides an in-depth look on Content and Language Integrated Learning (CLIL) and Early Childhood Education (ECE), two domains where major joint research is needed. By taking stock on theoretical underpinnings, it explores the ideal conditions for early additional language acquisition in preschool contexts through CLIL with a learner-centered approach grounded in developmentally appropriate practices (DEP) and an emphasis on the importance of play, cognition, holistic content adaptation and social-emotional learning. The book also offers a comprehensive view of how this methodological approach has already set a clear path on Pre-primary education internationally. Finally, it offers insights into CLIL pedagogies as related and adapted to Pre-primary education, resources and materials for very young learners and practical implementation from the classroom. By providing a solid empirical background on Pre-primary CLIL, along with appropriate methodological issues and practices, this book serves as a key resource to students, practitioners, academics as well as teacher educators and policy-makers in international contexts.
Foreword.- Introduction.- CLIL-ing pre-primary education. Towards a holistic approach to implement CLIL in Early Childhood Education.- Part I: Theoretical Underpinnings.- Language acquisition in CLIL contexts.- CLIL soft models: the challenge of teaching young language learners.- Defining CLIL contents for preschool.- Cognition in CLIL: the preschool child.- Developing social and emotional learning (SEL) in very young learners with CLIL.- Play-based learning for the pre-primary CLIL classroom.- Fostering attention to diversity in pre-Primary CLIL classrooms.- Understanding a new language teacher profile: the CLIL early childhood educator.- Part II: Mapping Pre-Primary CLIL Internationally.- Paving the way for CLIL in infant education: the case of Madrid.- 20 years of pre-primary CLIL in Finland.- CLIL at preschool level in Italy: insights and experiences.- CLIL in Russian preschools.- CLIL in China preschools.- Deepening cognition in Japanese pre-primary CLIL (contexts).- CLIL for pre-primary education in Latin America: Curriculum and practice.- Part III: Methodological Issues: CLIL Pedagogy Applied to Pre-Primary Education.- Teaching Guidelines to Introduce CLIL in the Pre-Primary Stage.- Tailoring CLIL to teach oral skills in English in Pre-primary.- Developing Literacy Skills in the Pre-Primary Classroom.- The role of L1 in the pre-primary CLIL classroom.- Language-conducive strategies to enhance communication in the CLIL pre-primary Classroom.- From task-based to phenomenon-based learning in the pre-primary CLIL classroom.- CLIL and STEAM for Pre-primary Education.- CLIL in the pre-primary classroom through Music.- Formative assessment in pre-primary CLIL.- Part IV: Resources and Materials.- Planning your partnership with the language assistant: Preparation, support and Guidance.- Criteria for selecting materials and resources for the pre-primary CLIL classroom.- Promoting intercultural competence through literature.- CLIL and digital storytelling.- CLIL-ing preschoolers through cartoons and other audiovisual materials.- Technology in Preschool CLIL.- Teaching CLIL with Collaborative Technology.- Part V: Insights from the Classroom.- chapters 33-37.- Part VI: Final remarks.- Trends and Challenges.
Dr. Ana Otto is assistant professor at the Didactics of Languages, Arts and Physical Education Department, where she teaches English, and has wide experience lecturing Didactics of Foreign Languages and Bilingual Education. Her main research interests are Bilingual Education, Content and Language Integrated Learning and assessment, on which she has published and lectured extensively.
Dr. Beatriz Cortina-Pérez is professor (associate) at the Languages and Literature Education Department at the University of Granada where she lectures in the Early Childhood Degree and the EFL specialisation in the Primary Education Teacher Training programme, and Cultural Diversity MA. Her research interests revolve around pre-primary foreign language education and plurilingualism at early years, on which she has published and lectured extensively. She is editor of the international journal Porta Linguarum.
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