Handbook of CLIL in Pre-primary Education: Moving Towards Developmentally Appropriate Practices

Foreword
Contents
About the Editors
Contributors
1 CLIL-ing Pre-primary Education. Towards a Holistic Approach to Implement CLIL in Early Childhood Education
The Expansion of Foreign Language Learning at Early Years
Tailoring CLIL with Pre-primary Education
Why CLIL?
On the Defining Features of Pre-primary Education
Towards a New Conceptualization of CLIL for Pre-primary Education
Purpose of the Volume
References
Part I: Theoretical Underpinnings
2 Content and Language Integrated Learning in Pre-primary Education: Moving Towards Developmentally Appropriate Practices
Introduction
SLA First Fields of Enquiry
Young Learners´ SLA Research
Factors in Young Learners´ Second Language Achievement
Is Earlier Better?
Early Second Language Learning Diffusion at Pre-primary Level in Europe
Current Experiences at Pre-primary Level: An Italian Study
CLIL and SLA
CLIL at Pre-primary Level: Challenges and Opportunities
Conclusion
References
3 CLIL Soft Models: The Challenge of Teaching Very Young Language Learners
Introduction
CLIL Models
Soft/Weak CLIL
An Example of Soft CLIL: Language Showers
Conclusions
References
4 Defining CLIL Contents for Preschool
Introduction
ECE: Principles, Contents and Connection to CLIL
The 4C´s in Pre-primary Education
Contents in CLIL
The Six-Steps Model for Planning Contents in CLIL-ECE Settings
Appendix 1 The Six-Steps Model for Planning Contents in CLIL-ECE Settings
Topic: The Human Body
References
5 Cognition in CLIL at Pre-primary Level
Introduction
Pre-primary Children´s Cognitive Development in Relation to FL Learning
Rethinking the Cognitive Dimension of Pre-primary CLIL
Teaching Practices to Enhance Cognitive Skills in Pre-Primary CLIL
Taking Stock and Looking Further
References
6 A Framework for Developing Social and Emotional Learning (SEL) in Pre-primary CLIL
Development of Social and Emotional Learning (SEL)
Development of Social and Emotional Learning in Pre-primary
The Brain and Social and Emotional Learning in Pre-primary
Development of Social and Emotional Learning in Pre-primary CLIL
The Relationship Between Social and Emotional Learning and Language in School Settings
The Central Role of the Teacher in Social and Emotional Learning in Pre-primary CLIL
Framework for Developing Social and Emotional Learning in Pre-primary CLIL
Legislative Framework for Social and Emotional Learning in Pre-primary CLIL
Educational Framework for Social and Emotional Learning in Pre-primary CLIL
Conclusion
References
7 Play as a Key Construct in Early Childhood Education CLIL
Introduction
Bilingual Early Childhood Education: The CLIL Approach
Play-Based Learning for Pre-primary CLIL
References
Part II: Mapping Pre-primary CLIL Internationally
8 Paving the Way for CLIL in Pre-primary Education: The Case of Madrid
Introduction: ELT and CLIL
Theoretical Backdrop: Amalgamating Early-Start and Maximum-Exposure Policies
Early Start
Maximum Exposure
The Case of Madrid: Pioneering Provision and Regulations
The Context
Pre-primary Education
From Early-Start ELT to Early-Start CLIL
Conclusion
References
9 Infan CLIL: A Model for Implementing Plurilingual Projects in Pre-primary Education in Spain and Portugal
Introduction
Theoretical Framework
Plurilingual Education in Pre-primary Education in Spain and Portugal
The 6 Is. Identity, Inclusion, Integration, Interaction, Imagination and Investigation
The 6 Cs: The 4 Cs of CLIL and Two More
Cooperative Learning and Project Based Learning Within the CLIL Approach
The InfanCLIL Model in Four Steps
Challenge, Proposal and Final Product Definition
Planning and Group Making
Connecting the Project with the Current Legislation Parameters
Evaluation, Dissemination and Transferability
Conclusions and Final Considerations
References
10 Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) in Pre-primary Education: A European Persp...
Introduction
CLIL and PBL with Very Young Learners
A Brief Overview of CLIL in Pre-primary Education in Europe
PBL in Pre-primary Education
CLIL for Young European Citizens
CLIL4YEC: Main Aims and Outputs
CLIL4YEC: Development and Implementation
CLIL4YEC in Pre-primary Education
Concluding Remarks: CLIL, PBL and CLIL4YEC
Appendix 1
References
11 The Multiplicity of Pre-primary CLIL in Finland
Introduction and Context
The Finnish Context
ECEC and Pre-primary Education Curricula
CLIL in Finland
CLIL Practices
CLIL in Foreign Languages
CLIL in National Languages
A Programme for Communicative Finnish
Bilingual Pedagogy
Concluding Remarks
References
12 CLIL at Pre-primary in Italy: Insights and Experiences
Introduction
Italian ECEC Principles and CLIL Practice
The Italian Pre-primary School: Foreign Language Teaching and CLIL
The School Day
The Italian Pre-primary and Foreign Language Learning: Legislation and Curricular Indications
CLIL in Italian Education Policy and Public Discourse
Pre-primary CLIL Experimentation and Implementation
The ECEC CLIL Teacher in an Italian Context
Implications for the Future
References
13 PEBI: Bilingual Education in Portuguese Kindergartens
Introduction
Pre-primary Education within the Portuguese Education System
Curriculum Guidelines for Pre-primary Education
A Brief Description
Possible Links Between Pre-primary Education and Early Bilingual Education
PEBI in Portuguese Kindergartens
Rationale
Implementation
Challenges for Educators and English Teachers
Training in Language and Methodology
The Training Plan
Content and Methodology
Participant Feedback
Monitoring
The Monitoring Plan
Best Practice
Conclusion: The Future
References
14 Mapping Pre-primary CLIL in Russia
Introduction
Pre-school Foreign Language Education in Russia
CLIL in the Context of Pre-primary Education
Federal State Educational Standard for Pre-school Education and the Content of Integration with Foreign Language Education
Russian Teachers´ Views on CLIL Implementation at Pre-primary Level of Education
A Case of CLIL Implementation
The CLIL Context
Programme Structure
Overview of a Sample Block
CLIL Implementation Outcomes
Conclusion
References
15 CLIL for Pre-primary Education in South America: Curriculum and Practice
Introduction
Pre-primary Education in South America
CLIL in South America
The CLIL Curriculum
CLIL Instances into the South-American Pre-primary Education
Pre-primary CLIL in Practice
Argentina
Brazil
Conclusion
References
16 CLIL in Cyprus Pre-primary Education
The Cyprus Context
Paving the Way for Change
CLIL in Pre-primary Education
Methodological Aspects of CLIL in Cyprus Pre-primary Schools
Making CLIL a Seamless Part of the School Day
An Emphasis on Oral/Aural Skills
Songs, Games and Storytelling
The CLIL Classroom: A Bilingual Setting
Teacher Training and Support
Feedback and Outcomes of CLIL in Pre-primary Education
CLIL Awards Scheme
Parents´, Teachers´ and Childrens´ Perceptions
Concluding Remarks
References
17 Constructing Pre-primary CLIL in Mexico. Policy Analysis and Teachers´ Perspectives
Introduction
The Mexican Scenario: Linguistic Educational Policies
The Context
Findings and Discussion
Conclusions and Implications
References
Part III: Methodological Issues: CLIL Pedagogy Applied to Pre-primary Education
18 Teaching Guidelines to Introduce CLIL in the Pre-primary Stage
Introduction
How Does CLIL Relate to the Way Pre-primary Children Learn?
Teaching Guidelines for Successful CLIL at the Pre-primary Stage
Examples of Good Practices in CLIL at the Pre-primary Stage
Circle Time
Daily Routines
CLIL Project- Based Work
Storytelling
Task Boxes
Conclusions
References
19 Language and Content Learning Through Oracy at Pre-primary Education and in CLIL-Based Contexts
Introduction
Current Issues and Research
L2 Instruction and Learners from Three to Six
L2 Instruction and Learners After Age Six
Oracy Pedagogy, Pre-primary Education and CLIL-Based Contexts
Oracy Pedagogy
Pre-primary Learning Environment
CLIL Learning Environment
Listening and Speaking with Learners Aged Three to Six
Listening and Speaking with Learners After Age Six
Conclusion
References
20 Early Literacy Development and Pre-primary CLIL
Introduction
What Is Literacy?
Early or Emergent Literacy
Why Literacy at Early Ages?
Literacy Work at Early Ages/Pre-primary Stage
Classroom Ideas for Teaching Literacy to Early Learners of a Second Language
Daily Routines at Circle Time
Nursery Rhymes, Songs and Chants
Stories
Tips for Using Stories with Early Learners of a Second Language
Synthetic Phonics
Tips for Implementing Phonics with Early Learners of a Second Language
Conclusions
References
21 The Role of L1 in the Pre-primary CLIL Classroom
Introduction
Translanguaging as a Strategy of the Bilingual Individual
Teaching Practices in Translanguaging for Pre-primary Education
Conclusion
References
22 Language-Conducive Strategies to Enhance Communication in the CLIL Pre-primary Classroom
Introduction
Theoretical Background
Language-Conducive Strategies in CLIL Programs: From Theory into Practice
Didactic Strategies
Ritual Repetitions
Elicitation
Associative Mediators
Gestures and Body Enactment
Teacher Mediated Socio-Dramatic Play
Classroom Management Strategies
Supporting Peer Language Learning
Encouraging Parental Engagement
Conclusions
References
23 From Tasks in Project-Based Learning Towards a Phenomenon-Based Learning in Pre-primary CLIL Classrooms
Introduction
Very Young Learners in a Pre-primary CLIL Context
Implementing Tasks in Pre-primary CLIL Classrooms
Pre-primary CLIL Tasks Within PBL Settings
Implementing Phenomenon-based Learning in Pre-primary CLIL Classrooms
Conclusions
References
24 Pre-primary CLIL and STEAM: Science in the Early Years
Supporting Young Learners´ Scientific Potentials from Pre-primary Stages
Fostering Scientific Vocations from Early Years
From STEM to STEAM and Scientific Literacy at Early Years
Steam-Based Approach at Pre-primary CLIL
Approaching STEAM Contents from CLIL
Approaching CLIL Communication Through STEAM
Approaching Cognitive Skills Through STEAM
Approaching Culture Through Arts in STEAM
Conclusion
References
25 Proposing CLIL Music Teaching Approaches in Pre-primary Education: Rationale, Experiences, and Implications for Educators
Introduction and Context
Literature: Music and Language Learning
Songs
New Sounds and Intonation Patterns
Memory: Facilitating Vocabulary Acquisition
Music Teaching Practices That Go Beyond Singing
Additional Aspects That Boost FLL
Affective Factors
Educational Values and Future Generations
MOVIC: Movement and Music in English. A CLIL Music Example
Implications for Teachers, Educators and Policymakers
References
Part IV: Resources and Materials
26 Planning for Effective Co-teaching with a Foreign Language Assistant in the Pre-primary CLIL Classroom
Introduction
Who Are the Language Assistants?
An Effective Partnership
Co-teaching Models
Proposed Activities for Working with Language Assistants
Circle Time
Story Time
Exploration Time
Play Time
Supporting Language Assistants
Mentoring
Awareness of Cultural Differences
Clarifying the Role
Observe, Then Act
Planning and Feedback
Resources
Conclusion
References
27 Criteria for Selecting Materials and Resources for the Pre-primary CLIL Classroom
Introduction
L1 Learning Centres as References for CLIL Environments
Selection Criteria Drawn from CLIL Research
Criteria Based on the 4 Cs: Looking Deeper
Selecting Multi-Modal Materials
Selecting Resources and Materials from a Language Perspective
Selecting Resources and Materials to Develop Thinking Skills
Developing Cultural Objectives
Selecting Materials and Resources to Develop Cultural Objectives
Focus on Digital Resources, Non-fiction Texts and Textbooks
Selecting Digital Resources
Exploring Non-fiction Texts
Criteria for Selecting Textbooks
Conclusions
References
28 Promoting Intercultural Competence Through Children´s Literature
Introduction
Intercultural Competence in CLIL
The Intercultural Approach
Intercultural Awareness in Relation to Culture in CLIL: Meeting Points
Literature Review on the Use of Literary Texts to Develop the Intercultural Competence
Choosing Literary Texts for Intercultural Education in Pre-primary CLIL Classrooms
Strategies to Implement Literature in the Classroom: An Example with Handa´s Surprise
Conclusion
References
Fiction Books Suggested
29 Digital Storytelling in Pre-primary CLIL Education
Introduction: Digital Storytelling in Bilingual Education
The Relevance of Digital Storytelling in CLIL Pre-primary Education
Exploring Digital Storytelling from the Different Perspectives in CLIL Pre-primary Education
Creating Stories: A Guideline for Digital Storytelling in CLIL Pre-primary Education
Digital Storytelling as an Instructional Method in Early Childhood
Exemplifying Digital Storytelling in Pre-primary Education
Conclusion
References
30 CLIL-ing Preschoolers Through Cartoons and Other Audiovisual Materials
The Importance of Input in the CLIL Pre-primary Context
Types of Input
Types of Audio-Visuals in the CLIL Pre-primary Classroom
Using Audio-Visual Material in the CLIL Pre-primary Classroom. Evidence from Classroom Experience and Practice
Research Studies on Animated Series and Educational Videos
Research Studies on Picture Books and Story Sacks
Research Studies on ICT and Digital Games
Facts and Factors
Conclusion
References
31 Technology for the CLIL Preschool
Introduction
Seeking Simplicity in the Classroom
A Taxonomy of Materials to Be Used in the Classroom
ABCya
Ooo4Kids
Khan Academy Kids
IXL Learning
DreamBox
PBS Kids
Starfall
Edutopia
Implications for CLIL
Conclusions
References
Part V: Insights from the Classroom
32 Analysing Physical Appearance in the Pre-primary CLIL Classroom
Introduction
Appendix A. Attributes
Appendix B. Examples of Attributes
Appendix C. Venn Diagram
Appendix D. Cultural Awareness: How Are People the Same and Different?
Appendix E. Active Observation Checklist
Appendix F. Self-Assessment Checklist ``Body Parts´ Description´´
Appendix G. Teacher´s Rubric to Assess the Oral Comparisons
References
33 Working with the Five Senses in the Pre-primary Classroom
Appendix
Appendix 1: The Five Senses Worksheet
Appendix 2: Spot the Difference Worksheet (Example)
Appendix 3: Lapbook Model (in Blank)
Appendix 4: The Five Senses Break Out
Appendix 5: The Five Senses Rubric
Appendix 6: Rubric
Appendix 7: The Five Senses Escape Room
34 Getting to Know Animal Habitats in CLIL Pre-primary Education
Introduction
Appendix
References
35 Using the Grouchy Ladybug for CLIL in Pre-primary Education
Why Investigate Trees?
Appendix
36 ``You Are What You Eat´´: An Integrated Language Approach to the Pre-primary Classroom
Introduction
Annexes
Reference
37 From Seed to Plant: Early Forms of Scientific Literacy Through an Additional Language in Pre-primary Education
Introduction
Annex A. Worksheet - Drawing
Annex B. Worksheet - Tracing
Annex C. Little Seed. Action Rhyme (Author Unknown)
References
38 A CLIL Lesson Plan for 3-4 Year-Olds: Living on the Farm
Introduction
Appendix
39 Dinosaurs: An Integrated CLIL Project for Pre-primary Education
Introduction
Annexes
Annex 1: Worksheet ``Caveman Dave´´
Annex 2: Worksheet ``Present and Past things´´
Annex 3: Worksheet ``Classification´´
Annex 4: Classroom Work Pictures
References
Part VI: Final Remarks
40 CLIL in Pre-primary Education: Trends, Challenges and Future Directions
Trends and Challenges of CLIL Implementation in Pre-primary Education
Future Directions in CLIL in Pre-primary Education
References