CLIL and Social and Emotional Learning in Early Bilingual Education
Compatible and Mutually Beneficial
Bibliographic Data
| ID | 21805060 |
|---|---|
| Authors | Louisa Mortimore (0000-0003-3239-4350, Universidad Internacional De La Rioja, corresponding author) |
| Year | 2023 |
| Volume | 14 |
| Issue | 4 |
| Pages | 903-911 |
| Publication date | 2023-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1404.06 |
| OpenAlex | W4382797665 |
| Language | EN |
| References cited | 20 |
This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbeing
Bilingual education · Content and language integrated learning · Developmental psychology · Early childhood education · Foreign language · Pedagogy · Political science · Social change · Social competence · Social emotional learning · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology
Social–emotional learning profiles of preschoolers' early school success
Effects of early life stress on cognitive and affective function
The Power of Play
Social and Emotional Learning and Teachers
Perceptions of classroom environment, achievement goals, and achievement outcomes.
The Prosocial Classroom
Responsible, competent and with a sense of belonging
Attention to diversity in bilingual education
Inclusion and diversity in bilingual education
All Good Things Come in Threes
Teacher’s use of praise, clarity of school rules and classroom climate
The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation
Predicting Children's Prosocial and Co‐operative Behavior from Their Temperamental Profiles
Predicting acceptance of diversity in pre-kindergarten classrooms
Developing together
The relationships between child well-being, caregiving stress, and social engagement among informal and formal kinship care families
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Early Social-Emotional Functioning and Public Health
The Impact of Enhancing Students' Social and Emotional Learning
Innovations and Challenges in CLIL Teacher Training
| Highly cited | No |
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