CLILing and Multiliteracing with Very Young Learners: The Case of English Language-Enriched Programme in Greek Preschool
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| Title: | CLILing and Multiliteracing with Very Young Learners: The Case of English Language-Enriched Programme in Greek Preschool |
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| Language: | English |
| Authors: | Isaak Papadopoulos (ORCID |
| Source: | Curriculum Journal. 2025 36(3):435-452. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Content and Language Integrated Learning, English (Second Language), Second Language Learning, Second Language Instruction, Preschool Education, Language Skills, Program Evaluation, Second Language Programs, Critical Thinking, Urban Areas, Emergent Literacy, Speech Communication, Vocabulary Development, Multiple Literacies, Language Fluency, Oral Language, Cooperative Learning, Learning Motivation, Program Effectiveness, Teaching Methods |
| DOI: | 10.1002/curj.305 |
| ISSN: | 0958-5176 1469-3704 |
| Abstract: | This research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022-2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real-life application. Data collection methods included pre-tests, post-tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477422 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | This research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022-2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real-life application. Data collection methods included pre-tests, post-tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment. |
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| ISSN: | 0958-5176 1469-3704 |
| DOI: | 10.1002/curj.305 |