plans which can be used in different contexts with children of various age groups. It is up to you to select activities and materials and to fit them into your own course syllabus, adapting them to your children’s needs, and cognitive and linguistic competences.
Each teaching plan is structured according to a cross-curricular approach which makes it possible either to use all the activities or to select just some of them, in accordance with the needs of the class. An effective approach to CLIL at primary level can be summarized as follows:
a) Exploit the children’s previous linguistic and subject knowledge.
b) Place the initial emphasis on listening and comprehension.
c) Facilitate foreign language comprehension by:
• creating a reassuring environment in which the children can express themselves without anxiety
• pre-teaching vocabulary
• using age-appropriate vocabulary
• reinforcing linguistic structures that have already been learnt
• using visual supports (pictures, flashcards, PowerPoint presentations, etc.), miming, and gestures
• code-switching (shifting from one language to another as a natural communicative strategy) to explain a concept, overcome a breakdown in communication, or introduce a complex topic
• constantly checking progress and providing feedback
• paraphrasing, reformulating, simplifying, and giving examples
d) Facilitate foreign language production by:
• allowing children to answer in different ways (from non-verbal answers in the early stages to verbal answers, in both mother tongue and in the foreign language, before gradually progressing to the point where children only answer in the foreign language)
• using role-play; group work; songs and games
• making posters, booklets, tables and graphs
e) Use additional activities common to both the new subject and foreign language learning (investigations, making predictions, experiments, data collection, gap filling, matching games, listening, etc.).
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