Titlebook: Handbook of CLIL in Pre-primary Education; Ana Otto,Beatriz Cortina-Pérez Reference work 2023 Springer Nature Switzerland AG 2023 Content

dissolution

A Framework for Developing Social and Emotional Learning (SEL) in Pre-primary CLILve research suggests that effective SEL interventions in pre-primary have a long-term impact on mental health, well-being, and social behaviours. At the same time, with the flourishing trend of introducing foreign languages from an earlier age in a contextualised and supportive setting, Content and

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Paving the Way for CLIL in Pre-primary Education: The Case of Madriduntry, usually linked to polarizing political standpoints on bi(multi)lingualism in education. Since its piloting stages, CLIL has developed mostly in primary and secondary education. This experience, however, has not translated into pre-primary education, possibly on the grounds of its own pedagogi

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Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) in Pre-primary Educive response (Coyle et al., Content and language integrated learning. Cambridge University Press, 2010) to second and additional language learning in the continent. Although CLIL has been predominantly implemented in other educational levels, there have also been some experiences in Pre-primary leve

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CLIL at Pre-primary in Italy: Insights and Experiencesa dell’infanzia” or pre-primary school. It begins by providing an outline of the municipal tradition of ECEC in Italy and identifying its salient features, before considering these features in relation to the theoretical underpinnings and practices associated with CLIL. Although a brief perusal of I

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CLIL for Pre-primary Education in South America: Curriculum and Practicehave gained traction in the continent, its implementation has been limited to private institutions or incipient and local initiatives run in state schools. Against this background, the aim of the chapter is to describe CLIL curriculum development and enactment with pre-primary learners at institutio