Analysing Physical Appearance in the Pre-primary CLIL Classroom

Abstract

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The introduction of content and language integrated learning (CLIL) in pre-primary education has meant the extension of bilingual education to young learners in mainstream education. This requires adequate training of pre-primary CLIL teachers because bilingual education provided through CLIL in pre-primary classrooms has its own peculiarities. It demands visible objectives to children, promotion of standard language, development of learning skills and autonomy, variety of evaluation forms, cognitive inclusion, critical thinking, cognitive scaffolding, and meaningful learning (Antequera & Gómez Parra, 2017, pp. 83–85). Therefore, CLIL lesson planning is a paramount competence in pre-primary teachers to integrate, analyze, and anticipate the cognitive and linguistic demands of the lessons. This chapter aims to offer an example of CLIL lesson planning at this stage of education that prompts all the components of the CLIL implemented in other stages of education, such as primary or secondary, in which students have more academic skills and more competence in the vehicular language of CLIL. The lesson plan designed for 5-year-old students in this chapter offers an analysis and development of the 4Cs as demanding and complete as a CLIL lesson plan can be for older students because preschool CLIL, despite its peculiarities due to the age of students, does not involve a simplification or reduction of its methodological principles.