Volume/Issue :

Article type :

Original article

Page No :

26-33

Abstract :

Content and Language Integrated Learning (CLIL) as an educational approach has a dual focus in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1; Criado and Sánches, 2012). The research focuses on early foreign language learning (EFLL) through CLIL. A small scale research has been carried out in year three in an elementary school analysing parents’ perceptions and attitudes regarding EFLL, the implementation of the CLIL approach, and wellbeing in class. The results were obtained by administering an anonymous questionnaire to parents of children in the aforementioned class and showed a high appreciation of the CLIL approach, further, the parents deem EFLL as a very important factor for the future work and study of their off-spring. In addition, the research showed the appreciation of parents for the wellbeing of their offspring in a foreign language class. The latter is of great importance, since it significantly lowers anxiety levels and boosts the learning impact.

Keywords :

CLIL, EFLL, young learners, parents’ attitudes and perceptions, wellbeing

References :

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Cite as :

Smajla, T. (2014). Content and language integrated learning at an early age: Possibilities and limitations. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 6(2), 26-33. https://doi.org/10.48127/spvk-epmq/14.6.26a