Moving Toward CLIL for Early Childhood Educators in a University

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Miriam T. Black, Toyo Eiwa University

In this paper, a specific example of the development, implementation, and preliminary evaluation of a content and language integrated learning (CLIL) curriculum for early childhood education and care majors in their university’s required freshman and sophomore English classes in Japan is described. The choice of learning goals, materials development, and teacher training, in particular, are the focus. Results from a survey given to teachers after completing one semester under the new curriculum as well as data from the teachers and the university’s library as to their use of the selected children’s songs and picture books in class are discussed. From these results, further steps in materials development, continued teacher training, and evaluation of student learning under the new curriculum are explained.