Bilingual Teaching in Pre-Primary Education

Description

Young children are naturally curious, and they learn new languages enthusiastically and well, at least when the learning environment supports them.

For this reason, many early-years educators are increasingly encouraged to introduce a second language to them during what researchers describe as a “critical period” for child language development.

However, doubts remain: how much and what type of exposure is correct? Should one person speak only one language to the children?

It’s no surprise, then, that many educators feel unsure how to integrate a second language into learning activities.

This course offers Pre-Primary and Infant teachers with simple age-appropriate strategies for integrating a second language into daily routines, play, and creative activities.

All of that without pressure, and always in ways that feel natural and enjoyable for young children, boosting both linguistic diversity and intercultural awareness from early childhood.

During the course, participants will explore and apply approaches such as Content and Language Integrated Learning (CLIL), Total Physical Response (TPR), storytelling, and song-based interaction.

Through collaborative workshops and classroom simulations, they will learn how to include bilingual elements in circle time, play, and creative activities, using scaffolding, visual supports, bilingual routines, and, where appropriate, selected AI tools to ease and support the process.

By the end of the course, participants will have strengthened their confidence in bilingual classroom communication, early-years language development, and resource adaptation.

They will return to school with a practical toolkit of routines, strategies, and activities that promote linguistic diversity, intercultural awareness, and joyful language learning in their own educational context.

Concept by Dominic Kauffman

Learning outcomes

The course will help participants to:

• Understand the key approaches to early bilingual education, including CLIL, TPR, storytelling, song-based interaction, and other age-appropriate methodologies;
• Create a natural second language learning environment, using routines, play-based interaction, and visual/linguistic scaffolding that reflect how young children acquire language;
• Design effective language acquisition materials and lessons, including simple ICT and AI-supported tools – to plan lessons, adapt resources, and prepare age-appropriate language input;
• Apply classroom management and scaffolding strategies that support bilingual learning in everyday routines (circle time, play, transitions, storytelling, arts, and movement);
• Select and use suitable assessment approaches to observe young children’s language awareness, participation, and communicative development;
• Reflect on their bilingual teaching practice, set professional goals, and plan how to involve families and the school community in supporting early language learning.

Tentative schedule

Day 1 – Introduction to the course

• Introduction to the course and the Academy;
• Introduction to the host city and the week’s cultural activities;
• Icebreaker activities;
• Presentations of the participants’ schools and institutions..

Foundations of early bilingual education

• Why does early bilingualism matter? How can young children acquire it?;
• Opportunities & challenges in multilingual pre-primary classrooms;
• First bilingual strategies: TPR (Total Physical Response), routines, repetition, and playful exposure.

Day 2 – Embedding a second language naturally into daily classroom life

• Gestures, visuals, and predictable patterns to support comprehension;
• Scaffolding and support: visual aids, cue cards, and mini word walls;
• Designing bilingual routines for circle time, snack time, and free play;
• Workshop: turn your own routines into bilingual sequences.

Day 3 – Play, story, and song in a bilingual classroom

• How storytelling, music, and play encourage language acquisition;
• Bilingual stories, playful language moments, and useful techniques;
• Interactive story time: using props, acting, chanting, and repetitive phrasing;
• Designing playful “language moments” using movement, toys, and familiar games.

Day 4 – Designing bilingual learning moments (CLIL-inspired methodology)

• CLIL principles adapted to pre-primary and infant settings;
• Planning and adapting content/language integrated activities;
• Language through doing: cooking, art, or simple science;
• Workshop: designing bilingual versions of familiar activities: crafts, nature walks, and experiments.

Day 5 – From course to classroom: implementation and reflection

• Consolidating strategies: combining routines, storytelling, CLIL, and scaffolding;
• Simulations: modelling short bilingual sessions in pairs or groups;
• Peer coaching: giving and receiving feedback based on classroom realities;
• Creating a personal “Everyday Bilingual Toolkit” and an action plan to implement at school;
• Course evaluation: round-up of acquired competencies, feedback, and discussions;
• Awarding of the course Certificate of Attendance.

Day 6 – Structured cultural activities

• Structured cultural activity(ies) according to the hosting location;
• Learning journal: individual written reflection on the course experience;
• Course reflection: self-reflection and review of course materials and resources.

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