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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
Language: English
Authors: Isaak Papadopoulos (ORCID 0009-0004-9285-7462)
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
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  Value: <anid>AN0186772933;5az01sep.25;2025Jul23.02:34;v2.2.500</anid> <title id="AN0186772933-1">CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool </title> <p>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.</p> <p>Keywords: CLIL; foreign language; multiliteracies; preschoolers</p> <hd id="AN0186772933-2">INTRODUCTION</hd> <p>In recent times, there has been an increasing acknowledgement of the significance of early language development and literacy abilities among young learners (Papadopoulos & Shin, [<reflink idref="bib46" id="ref1">46</reflink>]). As educational systems endeavour to offer all‐encompassing language‐learning experiences, Content and Language Integrated Learning (CLIL) programmes have surfaced as a hopeful method. These programmes combine language instruction with the acquisition of content knowledge, establishing a contextually immersive environment for language learning. Nonetheless, to amplify language growth and comprehension of subject matter, it is imperative to investigate inventive instructional approaches within the CLIL framework.</p> <p>This study is part of a larger pilot programme initiated by the Greek Ministry of Education during the 2021–2022 school year, which aimed to explore the integration CLIL with multiliteracies in early childhood education. As a follow‐up to this pilot programme, the present research explores the effects of combining multiliteracies with CLIL in a preschool setting in an urban city of Greece. Given that all preschools were required to implement the CLIL‐based English language programme in the subsequent year, this study is framed as a case study, offering an in‐depth exploration of the outcomes within one preschool setting. The case study approach allows us to delve deeply into the specific experiences and results in this context, without the aim of broad generalizability.</p> <p>Multiliteracies encompass a variety of literacy practices that extend beyond conventional reading and writing abilities. These practices include print literacy, visual literacy, digital literacy and cultural literacy. The CLIL programme strives to offer a comprehensive learning experience for young students by integrating various types of literacy. Its goal is to enhance language abilities and facilitate understanding of subject matter.</p> <hd id="AN0186772933-3">CLIL IN EARLY CHILDHOOD EDUCATION</hd> <p>The approach known as CLIL has been acknowledged as a highly efficient context in the realm of early childhood education (Eurydice, [<reflink idref="bib19" id="ref2">19</reflink>]). Coyle et al. ([<reflink idref="bib12" id="ref3">12</reflink>]) contend that the amalgamation of cognitive learning and language enhancement is accomplished in a significant and captivating manner. The educational method referred to as CLIL, has demonstrated its efficacy in significantly augmenting the acquisition of language abilities. Establishing a genuine and situational setting enables learners to actively engage in interactive and enthralling activities, while Dalton‐Puffer et al. ([<reflink idref="bib17" id="ref4">17</reflink>]) have emphasized that these activities are purposefully created to centre on a particular subject matter.</p> <p>Numerous studies have indicated that the integration of CLIL into the realm of early childhood education yields a plethora of advantageous outcomes (Mehisto et al, [<reflink idref="bib39" id="ref5">39</reflink>]; Coyle, [<reflink idref="bib10" id="ref6">10</reflink>]; Marsh, [<reflink idref="bib36" id="ref7">36</reflink>]; Pérez‐Vidal & Roquet, [<reflink idref="bib50" id="ref8">50</reflink>]). Based on research conducted by Genesee et al. ([<reflink idref="bib23" id="ref9">23</reflink>]), it has been discovered that a certain benefit is bestowed upon young individuals, by enhancing their linguistic abilities. It enables them to acquire linguistic skills that are suitable for their current developmental stage. CLIL offers children the opportunity to explore a wide variety of linguistic structures, lexicon and articulation, while as per the research conducted by Mehisto et al. ([<reflink idref="bib39" id="ref10">39</reflink>]), this particular exposure ultimately contributes to the enhancement of their linguistic abilities.</p> <p>Furthermore, CLIL not only enhances the acquisition of specialized knowledge but also enhances linguistic proficiency. As per Pérez‐Cañado ([<reflink idref="bib49" id="ref11">49</reflink>]), this all‐encompassing method enables young children to not just augment their comprehension of diverse topics but also enhance their oral abilities concurrently. Additionally, it is crucial to acknowledge that it not only encourages cognitive growth but also enhances the ability to think critically (Cenoz & Gorter, [<reflink idref="bib5" id="ref12">5</reflink>]).</p> <p>Despite its benefits, CLIL also poses challenges, such as the need for specialized teacher training and balancing content with language instruction (Dalton‐Puffer, [<reflink idref="bib16" id="ref13">16</reflink>]; Lyster, [<reflink idref="bib35" id="ref14">35</reflink>]). According to Coyle et al. ([<reflink idref="bib12" id="ref15">12</reflink>]), one particular difficulty that arises is the need for precise instructional techniques to successfully execute CLIL. In order to effectively implement CLIL in education, educators should possess a deep comprehension of the subject matter and exhibit a high level of proficiency in the language (Dalton‐Puffer, 2013).</p> <p>Furthermore, a potential difficulty lies in achieving a suitable equilibrium between imparting knowledge on the topic and nurturing linguistic abilities (Lyster, [<reflink idref="bib35" id="ref16">35</reflink>]). Consequently, instructors need to guarantee the implementation of efficient approaches to stimulate language assimilation and stimulate active engagement. It is equally important for them to ensure the accomplishment of the content objectives, as highlighted by Met ([<reflink idref="bib40" id="ref17">40</reflink>]), concurrently.</p> <hd id="AN0186772933-4">CLIL in Greek preschools</hd> <p>CLIL has garnered acknowledgement and has experienced a growing presence in Greek preschools, specifically through programmes aimed at enhancing English language skills. More specifically, the educational system in Greece recognizes the advantages of acquiring language skills at a young age and has integrated CLIL into the curriculum for preschoolers within the context of teaching English to preschoolers (Alexiou, [<reflink idref="bib1" id="ref18">1</reflink>]). The primary objective of this integration is to offer young students the chance to acquire English language skills while actively participating in diverse content areas, including science, art and music (Fyssa, [<reflink idref="bib20" id="ref19">20</reflink>]) within the interdisciplinary context of early childhood education settings.</p> <p>In the past few years, significant attempts have been undertaken to create and apply CLIL approaches in preschools in Greece (Kotsopoulou & Mitsikopoulou, [<reflink idref="bib32" id="ref20">32</reflink>]; Nikolov & Djigunović, [<reflink idref="bib42" id="ref21">42</reflink>]; Papadimitriou, [<reflink idref="bib43" id="ref22">43</reflink>]; Skourtou & Vlachopoulou, [<reflink idref="bib52" id="ref23">52</reflink>]). These endeavours highlight the significance of establishing purposeful and contextually abundant educational encounters for juvenile learners. Through adeptly incorporating language and substance, CLIL initiatives in Greek early childhood education aim to bolster language acquisition and cognitive growth, all the while cultivating a favourable disposition towards language acquisition (Papadopoulos, [<reflink idref="bib44" id="ref24">44</reflink>]).</p> <p>Nevertheless, despite the increasing adoption of CLIL, Greek preschools might face certain obstacles. For example, there may be challenges in implementing CLIL due to constraints such as scarce resources, including materials and technological tools (Chiong & Shuler, [<reflink idref="bib6" id="ref25">6</reflink>]). Moreover, the existence of curriculum limitations requires meticulous preparation and synchronization of CLIL tasks with the current curriculum structure. An additional crucial factor pertains to the requirement of offering sufficient teacher training and assistance in CLIL methodologies. Educators must possess specific expertise and abilities to effectively incorporate subject matter and language, promote language growth and foster a nurturing environment abundant in language resources (Cummins, [<reflink idref="bib14" id="ref26">14</reflink>]; Gibbons, [<reflink idref="bib24" id="ref27">24</reflink>]; Lucas et al., [<reflink idref="bib34" id="ref28">34</reflink>]; Mohan, [<reflink idref="bib41" id="ref29">41</reflink>]; Saunders & Goldenberg, [<reflink idref="bib51" id="ref30">51</reflink>]). Hence, it becomes crucial to provide teachers with professional growth initiatives and continuous assistance to ensure the successful integration of CLIL methodologies and catering to the distinct requirements of young students.</p> <p>In order to address these difficulties, it is crucial for all parties involved, such as policymakers, school administrators and teacher educators, to work together and offer the essential resources, training and assistance required for the effective integration of CLIL in Greek preschools. By promoting such cooperation, the effectiveness of CLIL initiatives can be greatly improved, ultimately maximizing the educational achievements for young students and guaranteeing the smooth incorporation of CLIL into the preschool education system in Greece.</p> <hd id="AN0186772933-5">CLIL—Language showers</hd> <p>In Greek early childhood education settings, the Language‐Showers model of CLIL has become increasingly popular and is commonly put into practice. This approach encompasses interactive language encounters where English serves as the main medium of teaching during allocated 'language showers' or specific time intervals (Ioannou‐Georgiou & Pavlou, [<reflink idref="bib25" id="ref31">25</reflink>]; Pavlou & Ioannou‐Georgiou, [<reflink idref="bib48" id="ref32">48</reflink>]). Throughout these language immersion sessions, an extensive array of subjects, such as science, art and music, are explored. This enables young learners to enhance their English language skills while actively engaging in various areas of study.</p> <p>The Language‐Showers model aims to create an authentic linguistic environment where educators and learners engage in English communication. Based on Fyssa's, [<reflink idref="bib20" id="ref33">20</reflink>], it was found that the immersion technique effectively improves the listening and speaking skills of young students through meaningful interactions, leading to the natural and contextual acquisition of language. The content areas explored during language showers are carefully selected to align with the preschool curriculum and provide opportunities for interdisciplinary learning. For instance, different undertakings like scientific trials, artistic pursuits, or musical involvements aim to encourage hands‐on participation and promote active involvement, ultimately enhancing language skills (Justice et al., [<reflink idref="bib28" id="ref34">28</reflink>]).</p> <p>In the Language‐Showers paradigm, educators assume a pivotal position as facilitators of linguistic acquisition. They establish a classroom atmosphere that fosters support and inclusivity, motivating young students to freely express their thoughts, inquire and actively participate in English conversations. Educators employ a range of teaching techniques, including the utilization of visual aids, non‐verbal cues and simplified language input, to support the comprehension and language output of young students (Ioannou‐Georgiou & Pavlou, [<reflink idref="bib26" id="ref35">26</reflink>]).</p> <p>The Language‐Showers model implemented in Greek preschools acknowledges the significance of integrating content and language objectives. The incorporation of various content areas allows young students to acquire English language skills while also developing subject‐specific knowledge (Fyssa, [<reflink idref="bib20" id="ref36">20</reflink>]). This comprehensive approach nurtures cognitive growth, analytical reasoning and aptitude for resolving issues among young children in preschool (Mehisto et al., [<reflink idref="bib39" id="ref37">39</reflink>]).</p> <p>Nonetheless, the effective execution of the Language‐Showers model necessitates continuous assistance and professional growth for educators. Training programmes ought to prioritize the development of educators' linguistic and pedagogical abilities, guaranteeing their readiness to provide impactful CLIL teaching (Coyle et al., [<reflink idref="bib11" id="ref38">11</reflink>], [<reflink idref="bib13" id="ref39">13</reflink>]). Furthermore, fostering a culture of collaboration and facilitating the exchange of effective teaching strategies among educators can significantly bolster the successful integration of the Language‐Showers approach in Greek early childhood education settings.</p> <p>In general, the Language‐Showers model of CLIL in Greek preschools presents a lively and captivating method for integrating language and content. With the objective of enhancing language acquisition results and establishing a strong basis for the future language growth of young students, this model seeks to establish an engaging linguistic atmosphere that is in line with the preschool syllabus. Although language showers are grounded in CLIL principles that integrate language learning with content‐based education, their effectiveness remains debated. These principles are supported by second language acquisition theories, which advocate for immersive learning experiences (Dalton‐Puffer et al., [<reflink idref="bib17" id="ref40">17</reflink>]). However, critics argue that the approach can lead to cognitive overload for young learners, who may struggle to handle both new content and language simultaneously (Swain & Lapkin, [<reflink idref="bib54" id="ref41">54</reflink>]). Additionally, the success of these strategies heavily depends on the quality of teacher training and the availability of resources, which can vary significantly (Cenoz & Gorter, [<reflink idref="bib5" id="ref42">5</reflink>]).</p> <hd id="AN0186772933-6">Language‐enriched classrooms model of CLIL</hd> <p>In Greek preschools, the Language‐Enriched Classrooms model of CLIL is frequently utilized to offer young students a fully immersive language acquisition encounter. In the Language‐Enriched Classrooms model, English is integrated throughout the entire classroom setting and daily activities, allowing children to engage with the language across various content areas and routines. The Language‐Enriched Classrooms model has the objective of establishing an environment abundant in language, where English is utilized as a method of communication and teaching throughout the entirety of the day (Papadopoulos, [<reflink idref="bib44" id="ref43">44</reflink>]). Educators seamlessly integrate the English language into everyday rituals, tasks and exchanges, enabling young students to interact with the language in an organic and comprehensive way.</p> <p>In classrooms that promote language development, the English language is seamlessly incorporated into various activities such as group discussions, narrative sharing, recreational periods and project‐oriented education (Tabors, [<reflink idref="bib55" id="ref44">55</reflink>]). During circle time, educators utilize the English language to extend greetings to preschoolers, facilitate conversations and engage in melodic activities, thereby offering substantial opportunities for language immersion within a communal and participatory environment. Storytelling sessions encompass the activity of perusing English literature, participating in conversational exchanges and delving into the lexicon associated with the narrative.</p> <p>Moreover, playtime presents a chance for young learners to participate in creative play while utilizing the English language for communication and socializing with their fellow classmates (Bergen & Woodin, [<reflink idref="bib4" id="ref45">4</reflink>]). Educators support language acquisition during play by offering linguistic examples, presenting unfamiliar words and promoting language utilization through supervised play‐based exercises.</p> <p>The Language‐Enriched Classrooms model acknowledges the teacher's role as a facilitator of language acquisition. Educators establish a nurturing and all‐encompassing educational setting wherein young pupils are at ease in utilizing the English language (Cloud et al., [<reflink idref="bib7" id="ref46">7</reflink>]). They employ diverse teaching techniques, including the utilization of visual aids, gestures and simplified language input, in order to facilitate comprehension and foster language growth.</p> <p>In general, the Language‐Enhanced Classroom approach of CLIL in Greek preschools offers young students a linguistically abundant setting where English is seamlessly incorporated into diverse subject matters throughout the duration of the day. The objective of this model is to establish an engaging language acquisition encounter, promoting the growth of linguistic skills, acquisition of content knowledge and a favourable outlook on the process of language learning.</p> <hd id="AN0186772933-7">MULTILITERACIES AND CLIL IN EARLY CHILDHOOD EDUCATION SETTINGS</hd> <p>The incorporation of multiliteracies within the English language‐enriched CLIL curriculum for young children in Greek preschools aims to promote their linguistic and cognitive growth. By integrating diverse elements of multiliteracies, including but not limited to print, visual, digital and cultural literacies, educators have the ability to establish an engaging and developmentally suitable educational setting (Cope & Kalantzis, [<reflink idref="bib9" id="ref47">9</reflink>]; Kalantzis & Cope, [<reflink idref="bib29" id="ref48">29</reflink>]; Durrant & Green, [<reflink idref="bib18" id="ref49">18</reflink>]; Kist, [<reflink idref="bib31" id="ref50">31</reflink>]; Unsworth, [<reflink idref="bib57" id="ref51">57</reflink>]).</p> <p>One of the main benefits of incorporating multiliteracies is the facilitation of linguistic growth. By engaging in print literacy activities, learners not only enhance their lexicon but also enhance their aptitude for understanding written text (Cummins [<reflink idref="bib15" id="ref52">15</reflink>]). Furthermore, the utilization of visual aids and digital materials aids learners in establishing associations between words and their respective definitions, thereby strengthening the process of language acquisition (Marsh, [<reflink idref="bib37" id="ref53">37</reflink>]). Multiliteracies additionally aid in the enhancement of comprehension regarding the subject matter. By integrating the concept of visual aids, educators have the ability to utilize various visual aids, including pictures, drawings and charts, to enhance the acquisition of knowledge and promote understanding (Marsh et al., [<reflink idref="bib38" id="ref54">38</reflink>]). Visual depictions of concepts and information aid learners in envisioning intangible notions, thereby enhancing the accessibility and captivation of the material (Larson & Marsh, [<reflink idref="bib33" id="ref55">33</reflink>]).</p> <p>The incorporation of digital materials within the early childhood curriculum presents possibilities for dynamic and genuine educational encounters. By utilizing educational online platforms, interactive applications and various multimedia materials, learners have the opportunity to actively and captivatingly delve into different subject matters. Digital tools offer individuals the opportunity to access a vast array of information and enhance their proficiency in digital research, critical evaluation and digital communication (Anning et al., [<reflink idref="bib2" id="ref56">2</reflink>]).</p> <p>Additionally, the incorporation of multiliteracies encourages the development of analytical reasoning and imaginative skills in young students. Through participating in tasks that necessitate the interpretation and analysis of diverse texts, including visual or digital texts, learners enhance their critical thinking abilities and acquire the capacity to scrutinize and assess information (Cope & Kalantzis, [<reflink idref="bib8" id="ref57">8</reflink>]). Multiliteracies also foster the development of creative skills as learners are prompted to articulate their thoughts using various mediums, including but not limited to visual depictions, technological displays, or cultural exhibitions (Larson & Marsh, [<reflink idref="bib33" id="ref58">33</reflink>]).</p> <p>Regarding communicative competence, the inclusion of multiliteracies aids in the enhancement of language abilities necessary for proficient English communication. By participating in various forms of literacy activities such as print, visual, digital and cultural, learners are able to enhance their vocabulary and improve their abilities in listening, speaking, reading and writing (Fyssa, [<reflink idref="bib20" id="ref59">20</reflink>]). They develop a stronger sense of self‐assurance when utilizing the English language across diverse situations, ultimately enhancing their skills as adaptable and effective communicators.</p> <p>By incorporating multiliteracies into the English Language‐Enriched CLIL programme for young children, educators can assist in their linguistic and cognitive growth in a manner that aligns with their developmental stage (Fyssa, [<reflink idref="bib20" id="ref60">20</reflink>]). It is crucial to offer captivating and participatory encounters that correspond with the capabilities and fascinations of young children (Papadopoulou, [<reflink idref="bib47" id="ref61">47</reflink>]).</p> <p>Based on the framework of Kalantzis et al. ([<reflink idref="bib30" id="ref62">30</reflink>]), a multiliteracies‐based programme goes through the following knowledge processes.</p> <hd id="AN0186772933-8">Experiencing</hd> <p></p> <ulist> <item> Experiencing the known: Students reflect on their experiences, interests and opinions, and discuss something they are familiar with.</item> <p></p> <item> Experiencing the new: Students observe or participate in unfamiliar learning situations that arise from new contexts or content.</item> </ulist> <hd id="AN0186772933-9">Conceptualizing</hd> <p></p> <ulist> <item> Conceptualizing by naming: Students group things into categories, apply criteria for categorizing terms and define them.</item> <p></p> <item> Conceptualizing by theorizing: Students make generalizations using concepts and connect terms in conceptual maps or theories.</item> </ulist> <hd id="AN0186772933-10">Analysing</hd> <p></p> <ulist> <item> Analysing functionally: Students analyse logical connections, cause‐effect relationships, structures and functions.</item> <p></p> <item> Analysing critically: Students evaluate their own opinions, interests and motivations, as well as those of others.</item> </ulist> <hd id="AN0186772933-11">Applying</hd> <p></p> <ulist> <item> Applying appropriately: Students apply new learning to real everyday situations and test the validity of those situations.</item> <p></p> <item> Applying creatively: Students make an intervention in the world they live in, which is innovative and creative, or transfer what they have learned to different environments or situations.</item> </ulist> <p>The preceding section has outlined the theoretical foundations and key considerations surrounding the integration of multiliteracies within a CLIL framework, emphasizing both the pedagogical potential and challenges identified in the literature. These insights underscore the complex interplay between language acquisition, content mastery and the necessity for a multifaceted instructional approach. Moving forward, the next section transitions from theory to practice, detailing the implementation of the CLIL programme in this study. Specifically, it will examine the methods and procedures employed to integrate multiliteracies into the preschool curriculum, offering a comprehensive analysis of how these approaches were operationalized to facilitate both linguistic and cognitive development.</p> <hd id="AN0186772933-12">METHODOLOGY</hd> <p></p> <hd id="AN0186772933-13">Purpose of the research and research questions</hd> <p>While the Language Showers and Language‐Enriched Classrooms models have been previously implemented in Greek preschools, the novelty of this intervention lies in the integration of these models with the Multiliteracies approach. By blending these models, this study provides a comprehensive language and literacy development approach that has yet to be fully explored in the existing CLIL models used in Greece. In particular, the Language Showers model provides short, focused language immersion sessions, whereas the Language‐Enriched Classrooms approach integrates language consistently throughout the day. The novelty of our intervention comes from integrating these immersion techniques with the Multiliteracies approach, which introduces multiple forms of literacy (print, visual, digital and cultural) into the CLIL framework. This combination creates a richer learning environment and promotes more interactive, culturally relevant and technologically engaged literacy experiences. The study seeks to investigate how this comprehensive approach affects preschoolers' language development, making it distinct from previous CLIL implementations in Greek preschools.</p> <p>The primary aim of this study is to evaluate the effects of integrating multiliteracies within a CLIL programme on the language development and content comprehension of preschoolers in, Greece. By focusing on early literacy skills in English, such as spoken discourse and vocabulary, the research seeks to establish how a multiliteracy approach influences language acquisition in a preschool setting. In light of our focus on multiliteracies within a CLIL framework, our research questions are crafted to specifically investigate the core aspects of language development that we have observed and analysed. Each question is designed to probe distinct yet interconnected facets of language learning, ensuring that our findings directly respond to these inquiries and provide actionable insights into the efficacy of multiliteracies in early childhood education.</p> <p>Given the above, this study was guided by the following research questions:</p> <p></p> <ulist> <item> How does integrating multiliteracies in a CLIL programme affect the literacy and oracy skills of preschoolers?</item> <p></p> <item> What impact does a multiliteracy‐based CLIL programme have on vocabulary acquisition and usage among preschool‐aged children?</item> <p></p> <item> In what ways do multiliteracies facilitate interaction and collaborative learning in a preschool setting?</item> <p></p> <item> How do various multiliteracy components (such as visual aids, digital tools and cultural artefacts) contribute to the overall language development and engagement of preschoolers in a CLIL context?</item> </ulist> <hd id="AN0186772933-14">Research design</hd> <p>This study employs a case study design to explore the integration of multiliteracies within a CLIL programme in a preschool setting. As part of a government‐initiated piloting project, this case study provides an in‐depth examination of how combining CLIL with multiliteracies influences language development and content understanding among preschoolers. Conducted during the 2022–2023 school year, when the CLIL programme had already been rolled out to all preschools, this research focuses on capturing the specific outcomes and experiences within one preschool classroom, offering detailed insights rather than aiming for generalizability across settings. For this study, a convenient sampling method was employed to investigate the effects of integrating multiliteracies in a CLIL programme on language development and content understanding. The study focused on early language skills in English, specifically spoken discourse.</p> <p>The participants in this study were 40 preschoolers with 23 boys (57.5% of the total) and 17 girls (42.5% of the total). From a preschool in an urban city of Greece, which was among the pilot schools that implemented the programme according to the rules and principles of the Pedagogical Institute and the Ministry of Education of Greece (Table 1).</p> <p>1 TABLE Distribution of participants by gender.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Gender</th><th align="left">Number of participants</th><th align="left">Percentage</th></tr></thead><tbody valign="top"><tr><td align="left">Male</td><td align="char" char=".">23</td><td align="char" char=".">57.5%</td></tr><tr><td align="left">Female</td><td align="char" char=".">17</td><td align="char" char=".">42.5%</td></tr><tr><td align="left">Total</td><td align="char" char=".">40</td><td align="char" char=".">100%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0186772933-15">Implementation procedures</hd> <p>In the preschool setting, a CLIL initiative was introduced, with a weekly time allocation of 2 h. The programme had the objective of incorporating multiliteracies and promoting language growth and comprehension among young children in preschool. Below is an account of the implementation process of the programme:</p> <p>The CLIL programme underwent meticulous planning to ensure its alignment with the preschool curriculum and cater to the children's interests. Carefully chosen themes or subjects were picked to captivate the interest and inquisitiveness of the young students. The programme was developed with the intention of establishing a versatile and engaging educational setting.</p> <p>A range of multiliteracies were incorporated into the programme to address the varied learning requirements of the preschoolers. Various forms of literacy, including print literacy, visual literacy, digital literacy and cultural literacy, were integrated to offer a comprehensive and immersive learning encounter.</p> <p>In this stage of experience, the children were motivated to utilize their existing knowledge and personal encounters pertaining to the selected subject matter. Activities were created with the intention of engaging their linguistic abilities and inspiring their imagination. As an illustration, the preschoolers were given the opportunity to create and articulate their ideas in English, Greek, or their heritage language, with a concentration on the current subject matter.</p> <p>In the initial phase of conceptualization, the programme systematically and progressively introduced unfamiliar terms and ideas. Various tools such as flashcards, adhesive labels and engaging activities were employed to introduce and strengthen the desired set of words. The preschoolers were actively engaged in the process of assigning names and organizing objects, which facilitated the enhancement of their conceptual comprehension.</p> <p>The development of critical thinking and analysis skills was facilitated through interactive exercises that prompted the children to investigate connections, operations and consequences. The participants were encouraged to establish links between various components and engage in analytical thinking regarding the central idea. Various methods, such as categorization tasks, interactive physical activities and group conversations, were employed to enhance critical thinking abilities and foster a more profound understanding.</p> <p>The ultimate phase of the programme centred on implementing the obtained knowledge and skills in real‐life situations. The children were provided with chances to participate in practical experiences, imaginative assignments and enactments connected to the subject matter. The individuals were motivated to communicate and express themselves through the utilization of different languages, embracing translanguaging as a method of communication and self‐expression (Papadopoulos, [<reflink idref="bib45" id="ref63">45</reflink>]).</p> <p>During the course, the educators actively participated in promoting linguistic growth and aiding the comprehension of the students. They offered assistance, support structures and visual resources to improve understanding and language output. The educational setting was intentionally crafted to foster a linguistically immersive experience, incorporating a variety of print materials, visual aids and technological resources.</p> <p>Through the successful implementation of the CLIL programme, the preschool classroom was able to establish a highly interactive and captivating educational setting that facilitated the growth of language skills, analytical reasoning and comprehension of subject matter among the early learners.</p> <hd id="AN0186772933-16">Data collection</hd> <p>Data were collected through various methods to gather comprehensive information on language development and content understanding. Prior to the implementation of the CLIL programme, a pre‐test was administered using the Logometro® Tool to assess the participants' spoken discourse. Logometro® is a norm‐referenced battery designed to evaluate oral language and emergent literacy skills in preschoolers, with good psychometric properties, as reported by Antoniou et al. ([<reflink idref="bib3" id="ref64">3</reflink>]). The CLIL programme, which integrated multiliteracies, was implemented over 7 months, focusing on enhancing early literacy skills in English, spoken discourse and vocabulary. Upon completion of the programme, a post‐test was conducted using the same tool to measure the participants' progress in spoken discourse. Additionally, classroom observations were carried out throughout the programme to gather qualitative data on the participants' engagement, participation and language use.</p> <p>The reliability and validity of the Logometro® Tool strengthen the quantitative findings of this study, ensuring accuracy in assessing language development. While Logometro® has been widely recognized for its robust psychometric properties (Antoniou et al., [<reflink idref="bib3" id="ref65">3</reflink>]), it is important to acknowledge that no single measure is without limitations. The context of data collection and the specific characteristics of the participant group may influence the generalizability of the results. Future research could benefit from employing additional tools and methods to cross‐validate these findings, providing a more comprehensive understanding of the programme's impact on language development.</p> <hd id="AN0186772933-17">Data analysis</hd> <p>To quantify the effects of the CLIL programme on preschoolers' language abilities, we employed descriptive statistics and inferential statistical tests. Specifically, we calculated means and standard deviations to summarize the central tendencies and dispersions of scores from the pre‐tests and post‐tests. To determine statistically significant differences in language development and vocabulary acquisition before and after the intervention, paired t‐tests were conducted. This approach allowed us to assess the magnitude and significance of the programme's impact on each measured variable.</p> <p>For the qualitative data, a detailed thematic analysis was conducted following Braun and Clarke's six‐phase method. Initially, all observation transcripts were read and reread to gain a deep understanding of the data. Codes were then generated by identifying features of the data that were pertinent to the research questions. These codes were grouped into potential themes, which were reviewed and refined in an iterative process. The final themes were defined and named after ensuring they accurately represented the patterns observed across the dataset. This methodological rigour ensures that our interpretation of how multiliteracies influence language development and classroom interaction is grounded in the data collected.</p> <p>The combination of quantitative and qualitative analyses was chosen to provide a comprehensive understanding of the effects of the CLIL programme. While the quantitative analysis offers measurable evidence of changes in language proficiency, the qualitative analysis provides deeper insights into the contextual factors that influence these changes. This mixed‐methods approach aligns with the complex nature of language learning in educational settings, allowing for a more nuanced evaluation of the programme's effectiveness.</p> <hd id="AN0186772933-18">FINDINGS</hd> <p></p> <hd id="AN0186772933-19">Findings: Logometro use</hd> <p>In this section, we will explore the outcomes of our educational intervention focusing on key literacy skills among participants. We assessed three primary areas: writing names, writing phrases and understanding graphophonemic correspondences. Our findings indicate significant improvements from the pre‐test to the post‐test phases (Table 2).</p> <p>2 TABLE Early literacy skills.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Skills</th><th align="left">Pre‐test</th><th align="left">Post‐test</th></tr></thead><tbody valign="top"><tr><td align="left">Writing name</td><td align="char" char="."><sc>0.81</sc></td><td align="char" char="."><sc>1.75</sc></td></tr><tr><td align="left">Writing phrase</td><td align="char" char="."><sc>0.14</sc></td><td align="char" char="."><sc>0.59</sc></td></tr><tr><td align="left">Knowledge of graphophonemic correspondences</td><td align="char" char="."><sc>0.09</sc></td><td align="char" char="."><sc>1.01</sc></td></tr></tbody></table> </ephtml> </p> <p>This section presents data on fluency, specifically examining the rate of speech and overall fluency in delivery. The criteria assessed and their respective changes from the pre‐test to the post‐test are detailed below to provide information on the development of speaking skill performance. In particular, Table 3 displays the percentages, means and standard deviations of the pre‐and post‐test scores for the fluency criterion. The data suggests that there was progress in both the speed of speaking and the fluency of verbal communication abilities among preschool‐aged children. The proportion of students exhibiting the targeted pace of speech rose from 65% in the initial assessment to 85% in the subsequent evaluation. Likewise, the proportion of students demonstrating fluent and continuous speech increased from 70% in the initial assessment to 90% in the subsequent evaluation. The average scores also indicated a rise, as the mean scores after the test (2.8 for speech rate and 2.9 for fluency) surpassed the mean scores before the test (2.3 for speech rate and 2.4 for fluency). The standard deviations provide insights into the dispersion of scores within each group, where a lower standard deviation in the post‐test suggests a higher level of uniformity in performance.</p> <p>3 TABLE Fluency.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Criterion</th><th align="left">Pre‐test (%)</th><th align="left">Post‐test (%)</th><th align="left">Mean (pre‐test)</th><th align="left">Mean (post‐test)</th><th align="left">Std dev (pre‐test)</th><th align="left">Std dev (post‐test)</th></tr></thead><tbody valign="top"><tr><td align="left">Rate of speech</td><td align="char" char=".">65%</td><td align="char" char=".">85%</td><td align="char" char=".">2.3</td><td align="char" char=".">2.8</td><td align="char" char=".">0.6</td><td align="char" char=".">0.4</td></tr><tr><td align="left">Fluency</td><td align="char" char=".">70%</td><td align="char" char=".">90%</td><td align="char" char=".">2.4</td><td align="char" char=".">2.9</td><td align="char" char=".">0.5</td><td align="char" char=".">0.3</td></tr></tbody></table> </ephtml> </p> <p>Table 4 displays the percentages, means and standard deviations of the pre‐ and post‐test scores for the vocabulary usage criterion. The findings suggest a notable enhancement in the selection of words and the breadth of vocabulary among the young children attending preschool. The proportion of students exhibiting suitable word selection rose from 55% during the initial assessment to 75% during the subsequent evaluation. Likewise, the proportion of students demonstrating an expanded lexicon increased from 60% in the initial assessment to 80% in the subsequent evaluation. The average scores also showed a rise, as the post‐test average scores (2.6 for word choice and 2.7 for vocabulary range) surpassed the pre‐test average scores (2.1 for word choice and 2.2 for vocabulary range). The standard deviations imply a reduced range of scores in the post‐test, indicating a higher level of uniformity in student performance.</p> <p>4 TABLE Vocabulary usage.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Criterion</th><th align="left">Pre‐test (%)</th><th align="left">Post‐test (%)</th><th align="left">Mean (pre‐test)</th><th align="left">Mean (post‐test)</th><th align="left">Std dev (pre‐test)</th><th align="left">Std dev (post‐test)</th></tr></thead><tbody valign="top"><tr><td align="left">Word choice</td><td align="char" char=".">55%</td><td align="char" char=".">75%</td><td align="char" char=".">2.1</td><td align="char" char=".">2.6</td><td align="char" char=".">0.7</td><td align="char" char=".">0.5</td></tr><tr><td align="left">Vocabulary range</td><td align="char" char=".">60%</td><td align="char" char=".">80%</td><td align="char" char=".">2.2</td><td align="char" char=".">2.7</td><td align="char" char=".">0.6</td><td align="char" char=".">0.4</td></tr></tbody></table> </ephtml> </p> <p>The results indicate that the incorporation of multiliteracies in the CLIL curriculum had a beneficial impact on the literacy and oracy and communication abilities of the young children. There was an observable enhancement in the ability to express ideas fluently, select appropriate words and expand vocabulary, as demonstrated by improved post‐test scores, higher proportions of students meeting the desired standards and reduced standard deviations indicating greater consistency in performance. These results emphasize the efficacy of the integrated CLIL programme, which incorporates multiliteracies, in enhancing oral communication skills.</p> <hd id="AN0186772933-20">Findings: Observations</hd> <p>Based on classroom observations, the integration of multiliteracies in the CLIL programme for teaching English to preschoolers has shown significant positive effects. The findings (Table 5) highlight the importance of incorporating multiliteracies in promoting language development, encouraging oral discourse production and fostering interaction among preschoolers.</p> <p>5 TABLE Observation findings.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Thematic categories</th><th align="left">Codes</th><th align="left">Findings</th></tr></thead><tbody valign="top"><tr><td align="left">Language engagement</td><td align="left">Active participation</td><td align="left">Preschoolers actively participated in discussions, showing engagement and interest in using the English language</td></tr><tr><td align="left">Curiosity</td><td align="left">The integration of multiliteracies sparked curiosity among the preschoolers, motivating them to explore and learn English</td></tr><tr><td align="left">Oral discourse production</td><td align="left">Fluency</td><td align="left">Preschoolers demonstrated improved fluency in spoken English, using appropriate pace and smooth delivery of speech</td></tr><tr><td align="left">Vocabulary usage</td><td align="left">The CLIL programme promoted the use of varied and accurate vocabulary, enhancing the preschoolers' oral language skills</td></tr><tr><td align="left">Interaction and collaboration</td><td align="left">Peer communication</td><td align="left">The integration of multiliteracies facilitated interaction and collaboration among the preschoolers, fostering peer communication</td></tr><tr><td align="left">Cooperation</td><td align="left">Preschoolers actively cooperated and supported each other's learning through group activities and collaborative tasks</td></tr><tr><td align="left">Multimodal learning experiences</td><td align="left">Visual resources</td><td align="left">The use of visual resources allowed preschoolers to make connections between words and their meanings in a multimodal context</td></tr><tr><td align="left">Digital tools</td><td align="left">Digital tools and interactive apps provided hands‐on and engaging learning experiences for the preschoolers in English</td></tr><tr><td align="left">Cultural artefacts</td><td align="left">Exposure to cultural artefacts broadened the preschoolers' understanding of different cultures and enhanced their learning</td></tr><tr><td align="left">Motivation and engagement</td><td align="left">Enthusiasm</td><td align="left">The integration of multiliteracies increased preschoolers' enthusiasm and motivation for learning English in the CLIL programme</td></tr><tr><td align="left">Active participation</td><td align="left">Preschoolers actively participated in activities, showing eagerness and willingness to use the English language</td></tr><tr><td align="left">Critical thinking skills</td><td align="left">Questioning and evaluating</td><td align="left">Preschoolers developed critical thinking skills by questioning and evaluating various texts, visuals and cultural elements</td></tr><tr><td align="left">Expressing opinions and supporting ideas</td><td align="left">The CLIL programme encouraged preschoolers to express their opinions and support their ideas with evidence, fostering critical thinking skills</td></tr></tbody></table> </ephtml> </p> <p>To ensure a robust analysis of the integration of multiliteracies in the CLIL programme, a systematic observational approach was employed. The researcher conducted a series of structured observations throughout the programme implementation using a checklist and real‐time audio‐visual recordings, observations focused on specific interactions and behaviours that demonstrated language engagement, discourse production and other key learning outcomes.</p> <p>The findings indicated that the incorporation of multiliteracies resulted in increased levels of language involvement among the young children in preschool. The utilization of visual aids, digital materials and cultural artefacts successfully engaged the children's focus and sparked their inquisitiveness. They actively engaged in group conversations, posed inquiries and utilized their expanding lexicon to articulate their perspectives and concepts.</p> <p>More specifically, during classroom observations, the researcher noted specific instances where preschoolers demonstrated active participation and curiosity. For example, in one activity centred on a multiliteracies approach, a child pointed to a story's illustrations and eagerly predicted what might happen next, asking questions like, 'What does the fox do?' This reflects not only engagement but also a burgeoning curiosity about language as a tool for making meaning.</p> <p>Meanwhile, the observations revealed improvements in fluency and vocabulary usage among preschoolers. One notable moment was during a role‐play session where a preschooler, acting as a shopkeeper, used phrases such as 'How may I help you?' and 'That will be five euros, please', showcasing a smooth delivery and appropriate use of learned vocabulary in context. To add to this, the integration of multiliteracies notably facilitated interaction and collaboration. For instance, during a group project on constructing a neighbourhood map, children were observed discussing, negotiating roles and deciding on the placement of items like 'the bakery' and 'the supermarket', demonstrating cooperative skills and peer communication. In fact, this use of multimodal resources was vividly observed when children interacted with digital tools. A particular session involved using an app to match words with images, where children excitedly manipulated the touchscreen to match words such as 'apple' and 'tree' with their corresponding images, enhancing their understanding through visual and tactile engagement.</p> <p>It is also worth mentioning that enthusiasm and active participation were particularly evident during a music‐based activity where children learned new vocabulary through songs. They sang with expressive gestures and danced along, showing a high level of motivation and eagerness to participate in language‐learning activities. While it is important to mention that critical thinking was observed during a reading session where preschoolers were encouraged to think about the story's moral. Children discussed in small groups what they thought the story taught them, with facilitation from the teacher. They questioned characters' decisions and justified their opinions, such as one child stating, 'The mouse should have shared his food because it's nice to share', demonstrating their ability to evaluate and express reasoned ideas.</p> <p>In general, the observations highlight the significance of incorporating multiliteracies into a CLIL curriculum for instructing English to young children. The results emphasize the beneficial effects on language involvement, verbal communication output, interaction, drive, analytical reasoning abilities, and multi‐dimensional educational encounters. By integrating diverse elements of multiliteracies, the CLIL initiative establishes a vibrant and all‐encompassing educational setting that fosters the comprehensive growth of young children.</p> <hd id="AN0186772933-21">DISCUSSION</hd> <p>This case study provides valuable insights into the integration of multiliteracies within a CLIL framework in early childhood education. By exploring the specific outcomes in one preschool, we have gained a deeper understanding of how these methods can enhance language development and content comprehension. While the study does not aim for broad generalizability, it offers important lessons for educators and policymakers about the practical implementation of CLIL and multiliteracies in similar educational contexts. The results of this investigation emphasize the important role that the incorporation of multiliteracies plays in a CLIL curriculum designed to teach English to young children, as it enhances language growth, oral communication skills, social interaction and enthusiasm (García Mayo & García Lecumberri, [<reflink idref="bib22" id="ref66">22</reflink>]; Johnson et al., [<reflink idref="bib27" id="ref67">27</reflink>]; Smith & Brown, [<reflink idref="bib53" id="ref68">53</reflink>]; Thompson et al., [<reflink idref="bib56" id="ref69">56</reflink>]). These findings align with prior studies that affirm the beneficial influence of multiliteracies and CLIL on early foreign language abilities in preschool environments.</p> <p>Numerous investigations have presented substantiating data endorsing the efficacy of incorporating diverse literacies within a CLIL curriculum for young children. For example, Smith and Brown ([<reflink idref="bib53" id="ref70">53</reflink>]) conducted a study that yielded comparable results, indicating that the integration of multiliteracies positively impacted language involvement, expansion of vocabulary and oral communication abilities in children of preschool age. Similarly, García Mayo and García Lecumberri (2017) found that the integration of multiliteracies in CLIL programmes enhanced language development and communication skills among preschoolers.</p> <p>Additionally, Johnson et al. ([<reflink idref="bib27" id="ref71">27</reflink>]) examined the impact of CLIL on the language skills of young children. Their study revealed that the incorporation of multiliteracies supported the development of verbal communication and engagement. These findings align with our own observations of enhanced oral communication abilities and peer interaction among the preschool‐aged children. This implies that the incorporation of diverse literacies in a CLIL programme has the potential to cultivate an immersive educational setting that encourages active language participation and interpersonal communication. Contrarily, Thompson et al. ([<reflink idref="bib56" id="ref72">56</reflink>]) conducted a study comparing traditional language instruction and CLIL approaches and found no significant differences in language development between the two groups. However, it is important to note that their research focused on a different age group and educational setting, potentially accounting for the contrasting outcomes.</p> <p>Although our study's results are consistent with prior research that advocates for incorporating multiliteracies into a CLIL curriculum for young children, it is important to acknowledge the constraints of this investigation. The study was carried out in a particular preschool environment, and the number of participants was comparatively limited, potentially limiting the generalizability of the results. Additional research is required to authenticate and enhance these findings, encompassing larger sample sizes and diverse preschool environments.</p> <p>In conclusion, the findings of this study provide further support for the beneficial outcomes of incorporating multiliteracies within a CLIL curriculum aimed at instructing young children in the English language. The noted improvements in linguistic progress, oral communication generation, interaction and enthusiasm highlight the promise of this approach in the early stages of learning a second language. While some studies may offer differing results or raise doubts about the extent of the influence, the collective array of scholarly inquiries indicates that incorporating multiliteracies within a CLIL curriculum has the potential to enhance the comprehensive growth of language abilities in young children. In particular, critics argue that CLIL can lead to cognitive overload, where young learners struggle with new content and language simultaneously (Swain & Lapkin, [<reflink idref="bib54" id="ref73">54</reflink>]) while the success of CLIL depends heavily on the quality of teacher training and the availability of resources, which can vary significantly (Cenoz & Gorter, [<reflink idref="bib5" id="ref74">5</reflink>]; Gabillon, [<reflink idref="bib21" id="ref75">21</reflink>]).</p> <p>Despite these challenges, the collective scholarly evidence suggests that incorporating multiliteracies within a CLIL curriculum has the potential to enhance language abilities in young children. These findings underline the significance of integrating a variety of literacies in language teaching and contribute to the theoretical and practical knowledge in the field.</p> <p>These findings underline the significance of integrating a variety of literacies in language teaching for young children and contribute to the theoretical and applied scientific knowledge in the field.</p> <hd id="AN0186772933-22">FUNDING INFORMATION</hd> <p>No external funding was received for this study.</p> <hd id="AN0186772933-23">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare that there are no financial interests or benefits that have arisen from the direct applications of this research.</p> <hd id="AN0186772933-24">DATA AVAILABILITY STATEMENT</hd> <p>The data supporting the results or analyses presented in this paper can be made available upon request to the author. The data will be available for a period of 5 months from the date of the request.</p> <hd id="AN0186772933-25">ETHICS STATEMENT</hd> <p>This study was conducted in accordance with the ethical guidelines set out by International Hellenic University. All participants in this study were treated with respect and care throughout the research process. Guardian informed consents were obtained by all parents/guardians of the preschoolers prior to the commencement of the study.</p> <hd id="AN0186772933-26">DATA DEPOSITION</hd> <p>No data deposition was done for this study.</p> <hd id="AN0186772933-27">GEOLOCATION INFORMATION</hd> <p>The data for this study were collected in Larissa, Greece.</p> <ref id="AN0186772933-28"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref18" type="bt">1</bibl> <bibtext> Alexiou, T. (2023). Theory, research and practice with regard to the innovative programme. EAN. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: CLILing and Multiliteracing with Very Young Learners: The Case of English Language-Enriched Programme in Greek Preschool
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Isaak+Papadopoulos%22">Isaak Papadopoulos</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9285-7462">0009-0004-9285-7462</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Curriculum+Journal%22"><i>Curriculum Journal</i></searchLink>. 2025 36(3):435-452.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Content+and+Language+Integrated+Learning%22">Content and Language Integrated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Programs%22">Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/curj.305
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0958-5176<br />1469-3704
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1477422
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477422
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        Value: 10.1002/curj.305
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 435
    Subjects:
      – SubjectFull: Content and Language Integrated Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Preschool Education
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      – SubjectFull: Language Skills
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      – SubjectFull: Urban Areas
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Language Fluency
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      – SubjectFull: Oral Language
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Teaching Methods
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      – TitleFull: CLILing and Multiliteracing with Very Young Learners: The Case of English Language-Enriched Programme in Greek Preschool
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