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Proposing CLIL Music Teaching Approaches in Pre-primary Education: Rationale, Experiences, and Implications for Educators

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Handbook of CLIL in Pre-primary Education

Abstract

The present chapter outlines the main theoretical foundations on the connections between Foreign Language Learning (FLL) and music, while it encourages teachers and educators to implement CLIL Music approaches that reinforce holistic and creative learning in the Pre-Primary Education stage. While it theoretically supports the use of songs and lyrics in the EFL (English as a Foreign Language) classroom, a common practice found in many EFL contexts, the paper calls for the need to use further Music activities, such as the ability to keep the beat, dancing or playing instruments. Similarly, it theoretically discusses how other aspects directly related to English learning can be boosted through musical activities (e.g. classroom atmosphere, students’ anxiety, emotions, creativity or a sense of community). The paper presents the pedagogical possibilities behind the use of music and it contextualizes the role of English in Europe. It also provides a sample CLIL Music activity to illustrate how hands-on music-related content other than listening to songs’ lyrics or singing can create meaningful opportunities for both EFL and Music teaching and learning. Finally, it discusses key pedagogical implications for teachers, educators and policymakers.

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Torras-Vila, B. (2023). Proposing CLIL Music Teaching Approaches in Pre-primary Education: Rationale, Experiences, and Implications for Educators. In: Otto, A., Cortina-Pérez, B. (eds) Handbook of CLIL in Pre-primary Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-04768-8_25

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