This paper explores the implementation of Content and Language Integrated Learning (CLIL) pedagogy in the context of preschool education. CLIL is an educational approach that combines the teaching of a subject with the learning of a second language, aiming to develop both content knowledge and language proficiency simultaneously. While CLIL has been widely studied and implemented in primary and secondary education, its application in preschool settings remains relatively unexplored. This discussion examines the benefits and challenges of introducing CLIL in preschools, considering factors such as curriculum design, teacher training, and age-appropriate instructional strategies. Furthermore, it delves into the potential cognitive and linguistic advantages of early CLIL exposure, highlighting its impact on language development, cognitive flexibility, and cultural awareness among young learners. The paper also addresses concerns surrounding the potential overload of young learners and offers suggestions for adapting CLIL principles to suit the developmental needs and interests of preschool children. By synthesizing existing research and theoretical frameworks, this discussion contributes to the ongoing discourse on CLIL implementation and provides insights for educators, policymakers, and researchers seeking to enhance language learning opportunities in the early years of education.

Zhenyu Wang. Implementation of CLIL Pedagogy in Preschool Context in China. Frontiers in Educational Research (2023) Vol. 6, Issue 14: 143-148. https://doi.org/10.25236/FER.2023.061423.

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