Información General

• Autores: Ana Otto (ed. lit.), Beatriz Cortina Pérez (ed. lit.)
• Editores: Springer International Publishing AG
• Año de publicación: 2023
• Colecciones: Springer International Handbooks of Education
• País: Suiza
• Idioma: inglés
• ISBN: 9783031047688, 9783031047671
• Texto completo no disponible (Saber más ...)

Reseñas

• Ha sido reseñado en:

  • Ana Otto & Beatriz Cortina-Pérez. (eds.). (2023). "Handbook of CLIL in pre-primary education". Cham: Springer Nature. 648 pp.

    Jaime Segura San Miguel (res.)

    Didáctica. Lengua y literatura, ISSN-e 1988-2548, ISSN 1130-0531, Nº 36, 2024, págs. 289-290

Resumen

• 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.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • CLIL-ing Pre-primary Education. Towards a Holistic Approach to Implement CLIL in Early Childhood Education

    Ana Otto, Beatriz Cortina Pérez

    • Resumen

    págs. 1-13

    

  • Methodological Issues: CLIL Pedagogy Applied to Pre-primary Education

    • Teaching Guidelines to Introduce CLIL in the Pre-primary Stage

      Ángela Álvarez-Cofiño Martínez

      págs. 277-295

      

    • Language and Content Learning Through Oracy at Pre-primary Education and in CLIL-Based Contexts

      María Teresa Fleta Guillén

      págs. 297-314

      

    • Early Literacy Development and Pre-primary CLIL

      Ángela Álvarez-Cofiño Martínez

      págs. 315-328

      

    • The Role of L1 in the Pre-primary CLIL Classroom

      María de los Angeles Jiménez Jiménez, Ana María Rico Martín

      págs. 329-341

      

    • Language-Conducive Strategies to Enhance Communication in the CLIL Pre-primary Classroom

      Mila Schwartz

      págs. 343-354

      

    • From Tasks in Project-Based Learning Towards a Phenomenon-Based Learning in Pre-primary CLIL Classrooms

      Silvia Corral Robles, Ana María Pino Rodríguez

      págs. 355-367

      

    • Pre-primary CLIL and STEAM: Science in the Early Years

      David Shepherd, Ana María Pino Rodríguez

      págs. 369-383

      

    • Proposing CLIL Music Teaching Approaches in Pre-primary Education: Rationale, Experiences, and Implications for Educators

      Berta Torras Vila

      págs. 385-399

      

  • Theoretical Underpinnings

    • Content and Language Integrated Learning in Pre-primary Education: Moving Towards Developmentally Appropriate Practices

      Lucilla Lopriore

      págs. 17-29

      

    • CLIL Soft Models: The Challenge of Teaching Very Young Language Learners

      Virginia Vinuesa Benítez

      págs. 31-43

      

    • Defining CLIL Contents for Preschool

      Ana Andúgar Soto, Ana Isabel García Abellán

      págs. 45-61

      

    • Cognition in CLIL at Pre-primary Level

      María Fernández-Agüero, Isabel Alonso Belmonte

      págs. 63-77

      

    • A Framework for Developing Social and Emotional Learning (SEL) in Pre-primary CLIL

      Louisa Mortimore

      págs. 79-100

      

    • Play as a Key Construct in Early Childhood Education CLIL

      María Elena Gómez Parra

      págs. 101-113

      

  • Mapping Pre-primary CLIL Internationally

    • Paving the Way for CLIL in Pre-primary Education: The Case of Madrid

      Xabier San Isidro, Ángel Huerga García

      págs. 117-132

      

    • Infan CLIL: A Model for Implementing Plurilingual Projects in Pre-primary Education in Spain and Portugal

      Pilar Couto Cantero, Maria Ellison

      págs. 133-151

      

    • Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) in Pre-primary Education: A European Perspective

      Ana María Piquer Píriz, Ana Pérez Valenzuela

      págs. 153-168

      

    • The Multiplicity of Pre-primary CLIL in Finland

      Karita Mard-Miettinen, Anu Palojärvi, Katri Hansell, Kristiina Skinnari, Josephine Moate

      págs. 169-183

      

    • CLIL at Pre-primary in Italy: Insights and Experiences

      Olivia Mair, Francesca Costa

      págs. 185-198

      

    • PEBI: Bilingual Education in Portuguese Kindergartens

      Ana Xavier, Conceição Baptista, Helena Gil, Jessica Ridge, Julie Tice

      págs. 199-217

      

    • Mapping Pre-primary CLIL in Russia

      Victoria Pogosian, Anna Barkova, Ana A. Uvarova, Olga Selivanovskaya

      págs. 219-232

      

    • CLIL for Pre-primary Education in South America: Curriculum and Practice

      Darío Luis Banegas, Marisa Cleff, Luciana Fernández

      págs. 233-247

      

    • CLIL in Cyprus Pre-primary Education

      Sophie Ioannou-Georgiou

      págs. 249-261

      

    • Constructing Pre-primary CLIL in Mexico. Policy Analysis and Teachers’ Perspectives

      Natalia Martínez León

      págs. 263-274

      

  • Resources and Materials

    • Planning for Effective Co-teaching with a Foreign Language Assistant in the Pre-primary CLIL Classroom

      Lyndsay Renee Buckingham Reynolds

      págs. 403-419

      

    • Criteria for Selecting Materials and Resources for the Pre-primary CLIL Classroom

      Michele C. Guerrini

      págs. 421-439

      

    • Promoting Intercultural Competence Through Children’s Literature

      Raquel Fernández Fernández, Ana Virginia López Fuentes

      págs. 441-456

      

    • Digital Storytelling in Pre-primary CLIL Education

      María Dolores Ramírez Verdugo

      págs. 457-473

      

    • CLIL-ing Preschoolers Through Cartoons and Other Audiovisual Materials

      Thomaï Alexiou

      págs. 475-494

      

    • Technology for the CLIL Preschool

      Jesús García Laborda, Slavka Madarova, Cristina Calle Martínez

      págs. 495-512

      

  • Insights from the Classroom

    • Analysing Physical Appearance in the Pre-primary CLIL Classroom

      Magdalena Custodio Espinar

      págs. 515-528

      

    • Working with the Five Senses in the Pre-primary Classroom

      Natalia García Martínez

      págs. 529-555

      

    • Getting to Know Animal Habitats in CLIL Pre-primary Education

      Hazuki Nakata, Kazuko Kashiwagi

      págs. 557-564

      

    • Using the Grouchy Ladybug for CLIL in Pre-primary Education

      Sara Arranz

      págs. 565-573

      

    • “You Are What You Eat”: An Integrated Language Approach to the Pre-primary Classroom

      Lee Ann Bussolari

      págs. 575-588

      

    • From Seed to Plant: Early Forms of Scientific Literacy Through an Additional Language in Pre-primary Education

      Beatriz López Medina

      págs. 589-596

      

    • A CLIL Lesson Plan for 3–4 Year-Olds: Living on the Farm

      Ana A. Uvarova

      págs. 597-607

      

    • Dinosaurs: An Integrated CLIL Project for Pre-primary Education

      Ángela Álvarez-Cofiño Martínez

      págs. 609-628

      

  • Final Remarks

    • CLIL in Pre-primary Education: Trends, Challenges and Future Directions

      Yolanda Ruiz de Zarobe

      págs. 631-638