UNIVERSIDAD DE JAÉN UNIVERSIDAD DE CÓRDOBA

Master’s Dissertation/
Centro de Estudios de Postgrado

Trabajo Fin de Máster

CLIL AND MULTIPLE

INTELLIGENCES THEORY
IN EARLY CHILDHOOD
EDUCATION

Student: Bellot Martín, Ruth

Supervisor: Dr. Macarena Navarro Pablo

Department: English Philology

July, 2020
TABLE OF CONTENTS

ABSTRACT AND KEY WORDS ......................................................................................... 4

1. INTRODUCTION AND JUSTIFICATION ....................................................................... 5

2. THEORETICAL FRAMEWORK...................................................................................... 6

2.1. Content and Language Integrated Learning (CLIL) ..................................................... 6

2.1.1. Origin, definition and principal aspects................................................................ 6

2.1.2. CLIL in Early Childhood Education ................................................................... 14

2.2. Multiple Intelligences Theory ................................................................................... 17

2.2.1. Origin, definition and principal aspects.............................................................. 17

2.2.2. Multiple Intelligences Theory in Early Childhood Education.............................. 22

2.3. Relationship between CLIL and Multiple Intelligences Theory ................................. 24

3. CONTEXTUALIZATION AND JUSTIFICATION OF THE LESSON PLAN ............... 26

4. OBJECTIVES ................................................................................................................. 27

5. CONTENTS .................................................................................................................... 28

6. KEY COMPETENCES ................................................................................................... 30

7. METHODOLOGY .......................................................................................................... 31

8. TIMING .......................................................................................................................... 33

9. ACTIVITIES ................................................................................................................... 34

9.1. First session .............................................................................................................. 34

9.2. Second session .......................................................................................................... 35

9.3. Third session ............................................................................................................. 36

9.4. Fourth session ........................................................................................................... 37

9.5. Fifth session .............................................................................................................. 39

10. ASSESSMENT.............................................................................................................. 41

10.1. Assessment criteria ................................................................................................. 41

10.2. Assessment instruments .......................................................................................... 42

11. ATTENTION TO DIVERSITY ..................................................................................... 45

12. CONCLUSIONS ........................................................................................................... 46

BIBLIOGRAPHICAL REFERENCES ................................................................................ 48

APPENDICES..................................................................................................................... 54

Appendix I. Flashcards .................................................................................................... 54

Appendix II. The little white rabbit .................................................................................. 55

Appendix III. Instrumental music..................................................................................... 56

Appendix IV. Tux Paint ................................................................................................... 56

Appendix V. Dice ............................................................................................................ 57

Appendix VI. Worksheet ................................................................................................. 58

Appendix VII. Song of animals........................................................................................ 58

Appendix VIII. Melody ................................................................................................... 58

INDEX OF TABLES AND FIGURES

Figure 1 Continuum of language and content integration (Met, 1999, p.7) 8

Figure 2 Characteristics of content-driven models and language-driven models 8

(Met, 1999, p.4)

Figure 3 Continuum of CLIL models of Ball taking into account “strong/hard” 9

CLIL and “weak/soft” CLIL (Ikeda, 2013, p.32)

Figure 4 Iceberg of BICS and CALP (Rahamat & Anak, 2016, p.4) 10

Figure 5 The 4Cs Framework (Coyle, Hood & Marsh, 2010, p.41) 12

Figure 6 Bloom’s taxonomy and Bloom’s taxonomy revision (Wilson, 2001) 13

Figure 7 The Language Triptych (Coyle, Hood & Marsh, 2010, p.36) 14

Table 1 Eight ways of learning (Armstrong, 2009, p.33) 20

Figure 8 Figure 8. Multiple Intelligences checklist for students (Armstrong, 21

2009, p.36)

Table 2 The teacher’s observation register (own authorship, 2020) 42

Table 3 Summative assessment rubric (own authorship, 2020) 43

Figure 9 Self-assessment dartboard (own authorship, 2020) 44

Figure 10 Flashcards of domestic animals (own authorship, 2020) 54

Figure 11 Flashcards of wild animals (own authorship, 2020) 54

Figure 12 Image of the cover of the book The little white rabbit (own 55
authorship, 2020)

Figure 13 Images of the characters of the story The little white rabbit (own 55
authorship, 2020)

Figure 14 Example of the activity in which Tux Paint must be used (own 56
authorship, 2020)

Figure 15 Unmade dice (own authorship, 2020) 57

Figure 16 Dice of domestic and wild animals (own authorship, 2020) 57

Figure 17 Worksheet (own authorship, 2020) 58

ABSTRACT AND KEY WORDS

Abstract: CLIL and Multiple Intelligences Theory are changing the way of
understanding and carrying out the teaching-learning process, which starts in Early Childhood
Education. This is the reason of this final dissertation, in which a theoretical framework and a
didactic proposal about CLIL and Multiple Intelligences Theory in Early Childhood Education
have been developed. The didactic proposal (lesson plan) has been elaborated with the intention
of checking the effectiveness of the implementation of CLIL and Multiple Intelligences Theory
in Early Childhood Education, taking as sample a classroom of 24 students who are five and
six years old. Such didactic proposal has not been put into practice, however, there are several
studies about the same topic that show positive results. In this way, it is very likely that the
didactic proposal designed in this dissertation is successful in any course with similar
characteristics to the sample selected in this occasion.

Key words: CLIL, Multiple Intelligences Theory and Early Childhood Education.

Resumen: AICLE y la Teoría de las Inteligencias Múltiples están cambiando la manera

de entender y llevar a cabo el proceso de enseñanza-aprendizaje, que empieza en Educación
Infantil. Esta es la razón de este trabajo, en el que se ha desarrollado un marco teórico y una
propuesta didáctica sobre AICLE y la Teoría de las Inteligencias Múltiples en Educación
Infantil. La propuesta didáctica (unidad didáctica) se ha elaborado con la intención de
comprobar la eficacia de la implementación de AICLE y la Teoría de las Inteligencias Múltiples
en Educación Infantil, tomando como muestra una clase de 24 estudiantes de cinco y seis años.
Dicha propuesta didáctica no se ha puesto en práctica, sin embargo, hay varios estudios sobre
el mismo tema que muestran resultados positivos. De este modo, es muy probable que la
propuesta didáctica diseñada en este trabajo sea exitosa en cualquier curso con características
similares a la muestra seleccionada en esta ocasión.

Palabras clave: AICLE, Teoría de las Inteligencias Múltiples y Educación Infantil.

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1. INTRODUCTION AND JUSTIFICATION

CLIL and Multiple Intelligences Theory are two aspects that are increasingly present in
the current educational system because of their innovative, inclusive and effective way of
carrying out the teaching-learning process. Due to this, it is very necessary to develop studies
about them, since the information obtained from those studies allows everyone to know the
benefits, and also the drawbacks, of CLIL and Multiple Intelligences Theory, and therefore,
how to implement both appropriately taking into account the characteristics of the context.

This Master’s Dissertation has been elaborated with the intention of achieving two
objectives. The first one is to know more about CLIL and Multiple Intelligences Theory in
general, but also about their individual and joint implementation in Early Childhood Education
in particular. This stage is very relevant due to the fact that, in such period of time, children
start building all those aspects that constitute a person, so students are more open-minded and
receptive to changes and they have more ease to acquire knowledge and to adapt themselves to
different situations. Hence, the building of a suitable teaching-learning process must start from
the earliest stage, and CLIL and Multiple Intelligences Theory can be two important factors to
get the suitability of that process. The second objective is to check the impact and the
effectiveness of the implementation of CLIL and Multiple Intelligences Theory in the teaching-
learning process in Early Childhood Education. Due to all these reasons, the type of MA
Dissertation that has been selected and developed is a didactic proposal which allows the
teacher to teach a specific content, but also, to check the success of the teaching-learning
process.

Therefore, the topic that has been chosen for this MA Dissertation is “CLIL and Multiple
Intelligences Theory in Early Childhood Education”. The relevance of the topic and the
development of a didactic proposal to put it into practice make the main motivating factor that
has led to develop this dissertation.

As it can be observed, the document is divided into different sections that allow the
reader a better understanding of the dissertation, as he/she is firstly introduced to the topic with
a theoretical framework and, subsequently, led through the different points that form the
didactic proposal or lesson plan. Hence, the reader can access to the information that the writer
shows in this MA Dissertation in an organized way.

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2. THEORETICAL FRAMEWORK

2.1. Content and Language Integrated Learning (CLIL)

2.1.1. Origin, definition and principal aspects

CLIL, which means Content and Language Integrated Learning, is a concept that is
increasingly present in society and this is due to the fact that, nowadays, education system is
changing gradually, and the implementation of CLIL is one of those changes that are
increasingly taking place at schools, as foreign language is starting acquiring the importance
that it deserves. However, this new way of understanding the teaching-learning process has
generated different opinions among experts, and also, among population. Despite that, lots of
benefits of CLIL have already been discovered, and therefore, they show the importance of
integrating content and language in education, because that favours learning of both aspects.
To know more about CLIL and to have a clearer idea of it, its origin, definition and principal
aspects are going to be addressed within this section.

To know something deeply, it is necessary to know its origin, going through its
development later. In this case, there were several streams that preceded CLIL until this one
was created. Pokrivčáková et al. (2015) state that J. A. Comenius and Matthias Bel (XVI, XVII
and XVIII centuries) were two pedagogues who already started talking about the integration of
foreign languages with content subjects and their learning in the real context. Pokrivčáková et
al. (2015) also do a revision of different approaches and methodologies that came before CLIL,
such as: immersion programmes, which appeared in Quebec, Canada, around 1965; LAC
movement, emerged in London, England, in 1966; and CBI and Bilingual Education
Programmes, which have a long tradition in the United States. However, those educational
streams were not the definitive ones due to the fact that researchers continued investigating to
improve education. Then, in 1994, the term of CLIL was coined by David Marsh, who worked
multilingual and bilingual education at the University of Jyväskylä, in Finland, and such term
was launched to Europe during the rest of the 90s (Kovács & Trentinné, 2014). The concept of
CLIL emerged from the immersion programmes of Canada and the LAC programmes of
England, and it has experienced many changes since its origin, although these ones have been
more frequent during the last decade because lots of investigations have focused on CLIL
(Pokrivčáková et al., 2015). Due to that amount of investigations, nowadays, CLIL focuses on
language and content aims, but also, it focuses on a third aspect, which is the relevance of
learning strategies used with students and their thinking skills (Coyle, Hood & Marsh, 2010).

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 Once a historical review of the concept of CLIL has been made, another aspect that
allows readers to understand the term in a better way is the definition of it. There are several
authors who have wanted to participate in the elaboration of an appropriate definition of CLIL
contributing their own interpretation of this concept. Some of those definitions are going to be
mentioned below to be able to compare between them, to analyse different points of view of
different authors and to extract the common points, which are the ones that allow us to
understand the essence of CLIL.

The first definition that is going to be mentioned is the one that belongs to the author
who coined and launched CLIL. This definition is proposed by Marsh & Langé (2000), who
say that “CLIL is a dual-focussed education approach in which an additional language is used
for the learning and teaching of both content and language” (p.2). That means that CLIL is an
approach that focuses on the teaching-learning process of the content and on the teaching-
learning process of the foreign language, combining both aspects in content subjects and
language subjects, using the additional language as a means. For their part, Cenoz, Genesee &
Gorter (2013) state that “CLIL is a well-recognized and useful construct for promoting
L2/foreign language teaching” (p.16). In this case, these authors understand and explain CLIL
as a tool that is useful to teach a L2/foreign language.

CLIL is also defined as “a flexible operational framework for language instruction, with
a heterogeneity of prototypical models and application options available for different contexts
and pedagogical needs” (Dueñas, 2004, p.75). Moreover, it is necessary to consider that “CLIL
does not happen instead of language teaching, but alongside it” (Dalton-Puffer, Llinares,
Lorenzo & Nikula, 2014, p.215).

Hence, it is observable how CLIL is not a homogeneous concept, since there are several
definitions of it and all of them are valid because the limits of this term are not established and
they are modified depending on different factors. In this way, there are different models of
CLIL and some authors have tried to identify those factors or variants that determine one model
or another one. For example, Coyle et al. (2010) talk about operating factors, which involve
teacher availability, levels of teacher and students’ language fluency, the amount of time
available, the ways of integration of content and language, extra-curricular dimension, and
assessment processes. Wolff (2005) establishes environmental parameters that influence in
CLIL models, and they are interpretation of the concept, subjects that are going to be taught,
exposure time, curricular integration and linguistic situation. Smit (2007) is also interested in
this field and she takes into consideration, apart from the elements related to the teaching-
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learning process of content and language, other criteria that focus on population segments, such
as age of students, monolingual or multilingual settings, and type and amount of language
taught, among others. For his part, Rimmer (2009) refers to variants of CLIL as “the CLIL
mix”, which are the degree and depth of content, the involvement of subjects’ specialists, and
the L1/L2 balance.

Therefore, there are different models of CLIL, which share some characteristics but
which change depending on different factors that have just been mentioned. However, there is
an aspect that is common to all the models and it is the integration of language and content. Met
(1999), for example, takes into account that integration and develops a continuum of language
and content integration (figure 1), in which she establishes different programmes or models
according to the degree of combination of content and language.

Figure 1: Continuum of language and content integration (Met, 1999, p.7)

Moreover, she provides the characteristics of the programmes or models that are
content-driven, and the features of those ones that are language-driven (figure 2).

Figure 2: Characteristics of content-driven models and language-driven models (Met, 1999, p.4)

Talking about the integration of content and language, Mehisto & Marsh (2012) mention
that, to get it in a proper way, it is essential to organize determined elements correctly. Ruiz de
Zarobe (2013) considers that those necessary elements, to get an appropriate integration of
content and language and to determine the success and the quality of CLIL, are curricular
organisation, selection of subjects, methodology, materials, time-planning and assessment
procedures, among others.

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 There is another classification of CLIL in which the different models or programmes of
this approach (which are different according to the author who establishes them) can be situated.
Ball (cited by Ikeda, 2013) states the existence of two big groups of CLIL: “hard/strong” CLIL
and “soft/weak” CLIL. Ikeda (2013) clarifies that “hard/strong” CLIL is the instruction of those
subjects with a big content load, such as Science or History, through a foreign language, which
is carried out by non-native content teachers and whose primary objective is the knowledge of
the content, while the development of the target language is the second aim. Therefore,
“hard/strong” CLIL is content-oriented and those programmes of CLIL that share that
characteristic are within it. In addition, Ikeda (2013), explains the meaning of “soft/weak”
CLIL, which is the instruction of language and content in an integrated way, taught by native
or non-native trained CLIL language teachers and whose primary objective is the development
of the target language, while the knowledge of the content is the second aim. In this way,
“soft/weak” CLIL is language-oriented and the programmes of CLIL that are also language-
oriented are part of “soft/weak” CLIL. For example, Ikeda (2013) collects an image in which
the programmes of CLIL that Ball considers are reflected within “hard/strong” CLIL or
“soft/weak” CLIL. That image is shown below in figure 3.

Figure 3. Continuum of CLIL models of Ball taking into account “strong/hard” CLIL and “weak/soft” CLIL
(Ikeda, 2013, p.32)

The mentioned classification of CLIL (“hard/strong” CLIL and “soft/weak” CLIL) is a

principal aspect of this approach that had to be mentioned, like the following one: BICS and
CALP. When students are learning through CLIL approach, they are acquiring two different
types of language: conversational language and academic language, which can also be defined
as BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic
Language Proficiency) (Cummins, 1999). The former needs two years, approximately, to be
acquired by a learner, since it is language that is used in social contexts in daily life, however,
the acquisition of the latter needs much more time (from five to ten years) due to the fact that
it makes reference to academic language, which requires a bigger cognitive effort. All this is
explained by Cummins (1999), who considers necessary to make a distinction between BICS

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and CALP to avoid academic failure of bilingual students, which usually happens because a
global character is attributed to language, and therefore, the same difficulty to all of it. So,
educators must be aware of types of language skills and proficiencies to know the time and
attention that each one requires. Some examples are fundamental to understand what BICS and
CALP are. In the case of BICS, these ones are present when a teacher says hello or bye to
his/her students, asks them to be quiet, tells them to help another classmate or asks them for
their names at the beginning of the scholar year. Regarding CALP, it can be found when a
teacher explains an activity to his/her pupils or when he/she explains the topic that they are
going to work, as they are using a specific academic language that is related to the content that
is going to be studied. Although BICS and CALP are two different concepts and people must
distinguish between them, Cummins (1999) clarifies that their acquisition does not have to be
carried out separately. Both aspects complement each other and both aspects are present in a
person’s life continually. After explaining those terms and having a clearer idea of them,
Cummins (1999) proposes three different aspects that a bilingual program should address:
cognitive skills, academic content and critical language awareness. The following image shows
in a summarized and visual way what has been explained about BICS and CALP (figure 4).

Figure 4. Iceberg of BICS and CALP (Rahamat & Anak, 2016, p.4)

Another relevant aspect of CLIL that should be analysed within this document is the
4Cs Framework for CLIL. Coyle (2005) establishes the existence of four main principles that
should guide the construction of a CLIL programme, and the explanation that this author
provides about those principles is shown below:

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 - Content: it is the topic that is worked in the corresponding subject or project. It allows
students to get knowledge and skills.

- Communication: communication can be carried out in different ways, and one of them
is language. When CLIL approach is implemented, learners are involved in the use of
language in a different way, since they use it to learn a content, but at the same time,
they are learning how to use the language. Furthermore, interaction between students
should be taken into account because is another important factor of communication.

- Cognition: CLIL will be effective if it challenges pupils to think and to use their higher
order thinking skills, due to the fact that this innovative educational approach consists
of making students build their own understanding and knowledge. To be guided and to
know what are higher order thinking skills and what are lower order thinking skills, it
is recommendable to use the Bloom’s taxonomy (which is going to be explained later),
because it shows those skills in a clear way.

- Culture: CLIL entails the teaching and learning of a foreign language, and that, at the
same time, entails the learning of a culture, as a language is a vehicle to know a culture
and its citizenship, which also help people discover themselves.

Although all the principles are important, “content is which determines the learning
route” (Coyle, 2005, p.5). This means that, as Coyle (2005) explains, the teaching of language
is adapted to the requirements of the content that is taught. For example, if the content requires
to use the past simple tense, this tense will be introduced in the lessons to enable students to
use it, although they have not worked it previously. Therefore, there is an order in which the
four principles must be addressed. The first one that must be defined is content, following by
communication that has to be linked with the previous one. Once those two aspects are decided,
it is time to analyse the thinking skills that can be developed, and regarding culture, it is worked
throughout the topic (Coyle, 2005).

Definitely, the four principles are essential to make CLIL works and, as it is obvious,
there must be a connection between them. This can be observed in a better way in figure 5.

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 Figure 5. The 4Cs Framework (Coyle, Hood & Marsh, 2010, p.41)

As it has been said, students develop several thinking skills during the teaching-learning
process. Due to this development, it is necessary that teachers make a cognitive analysis before
starting the process because this one must be carried out taking into account the order in which
those thinking skills have to be addressed and worked. Bloom, Engelhart, Furst, Hill &
Krathwohl (1956) propose a taxonomy of educational objectives, which are, at the same time,
thinking skills that learners have to acquire, so they focus on “the cognitive domain, which
includes those objectives which deal with the recall or recognition of knowledge and the
development of intellectual abilities and skills” (p.7). One of the biggest purposes of the
taxonomy is the facilitation of communication, since it improves “the exchange of ideas and
materials among test workers, as well as other persons concerned with educational research and
curriculum development” (Bloom et al., 1956, p.10). It is essential to understand what a
taxonomy is to be aware of the aspects that are being mentioned. A taxonomy is a classification,
and the one that is designed by Bloom et al. (1956) classifies the students’ intended behaviour
that is related to cognition, that is, those students’ behaviours or skills which show the results
which should be achieved throughout the educational process. The taxonomy of Bloom et al.
(1956) is organized bearing in mind six categories, which are the following ones in ascending
order (from the first one to the sixth one): knowledge, comprehension, application, analysis,
synthesis and evaluation.

Anderson & Krathwohl (2001) make a revision of Bloom’s taxonomy and they explain
some ideas of it, such as the fact that the categories are ordered from simple and concrete to
complex and abstract. Moreover, they say that such categories are defined using nouns, for
instance, “knowledge”. Nevertheless, in their revised taxonomy, as Krathwohl (2002) explains,
they define the names of categories using verbs, since they consider that it is more appropriate
due to the fact that educational objectives are made up using verbs, such as “remember”. Apart
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from this change of categories designation, the order of two of them was interchanged
(Krathwohl, 2002). In this way, the ascending order of the six categories of the revised
taxonomy of Anderson & Krathwohl (2001), from simple to complex (an aspect that was kept),
is the following: remember, understand, apply, analyse, evaluate and create. The six levels that
form Bloom’s taxonomy and the six ones that form the Bloom’s revised taxonomy of Anderson
and Krathwohl can be divided into two groups: HOTS, which means Higher Order Thinking
Skills and within which the first three categories of both taxonomies are located; and LOTS,
which means Lower Order Thinking Skills and within which the last three categories of both
taxonomies are situated (Assaly & Smadi, 2015). An image is shown below (figure 6) to
observe properly the relationship between both taxonomies.

Figure 6. Bloom’s taxonomy and Bloom’s taxonomy revision (Wilson, 2001)

Coyle et al. (2010) confirm an aspect that has already been mentioned previously: CLIL
is an approach in which language is used for learning both content and language, and at the
same time, learning allows learners to use language increasingly better. There is a conceptual
representation, called the Language Triptych, whose purpose is taking into consideration that
aspect, the integration of content with language learning and using (Coyle et al., 2010).
Furthermore, the Language Triptych allows “to analyse language needs across different CLIL
contexts and transparently differentiates between types of linguistic demand which impact on
CLIL” (Coyle et al., 2010, p.36). In addition, “it supports learners in language using through
the analysis of CLIL vehicular language from three interrelated perspectives: language of
learning, language for learning and language through learning” (Coyle et al., 2010, p.36). These
authors indicate that: language of learning is that necessary language to access to basic concepts
and skills of the subject or topic; language for learning is the language that enables learners to
perform in a foreign language environment; and language through learning is the language that

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requires the active involvement of language and thinking. The interrelationship between these
perspectives is represented in figure 7.

Figure 7. The Language Triptych (Coyle, Hood & Marsh, 2010, p.36)

The last principal aspect of CLIL that is going to be mentioned is scaffolding. According
to Hammond (2001) “scaffolding refers to teacher assistance and support that is designed to
help learners move towards new skills, concepts or understandings. But it is also assistance that
is designed to help learners work with increasing independence” (p.17). Some examples of
scaffolding techniques are the following: word banks, sharing previous and relevance
experiences, asking guided questions and using images, among others (Hammond, 2001).

2.1.2. CLIL in Early Childhood Education

CLIL can be implemented in all the educational stages, even in Early Childhood
Education, a period in which learners are very young and, due to this fact, the development of
CLIL is a reason for discussion (Ludovico & Zambelli, 2016). It is in this way, because the
implementation of CLIL leads to carry out the teaching-learning process through a vehicular
language that is not students’ mother tongue, and some professionals have doubts about the
success of this approach in the earliest educational stage, while others agree with starting
developing CLIL as soon as possible, that is, in Early Childhood Education. Regarding this
fact, Marsh (2012) states that early language learning has involved forms of CLIL inevitably
since this approach was launched, because those educational approaches in which the teaching
and learning of additional languages are involved are more CLIL-like than many educators
realize. Coyle et al. (2010) also share this statement saying that it is very complicated to
distinguish between suitable standard practices in early language learning and CLIL. Despite
the indisputable presence of CLIL in Early Childhood Education, Marsh (2012) highlights the

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lack of research on CLIL for very young learners, as it is difficult and hard to obtain data in this
stage.

In addition, Marsh (2012) mentions the fact that to improve language teaching and
learning, and therefore, CLIL, it is necessary, among other aspects, to start languages provision
at Early Childhood Education and Primary Education age. To implement CLIL in these stages,
it is fundamental to take into consideration the different characteristics of learners who belong
to those stages, due to the fact that this consideration will allow the success of learning in
general, and language learning particularly (Giannikas, McLaughlin, Fanning & Deutsch,
2015). Hence, each child is unique and teachers must always keep this in mind and develop
their teaching considering the individual characteristics of their learners and the different ways
of learning that they have.

Giannikas et al. (2015) consider necessary to bear in mind the developmental stage in
which students are, according to Piaget, to implement CLIL correctly keeping in mind the
characteristics of the corresponding stage. The developmental stages that cover the ages that
constitute Early Childhood Education are the next ones (Piaget, 1952):

- Sensori-motor stage: it spans from 0 to 2 years old. During this period of time children
learn to interact with the environment and objects, manipulating them. Moreover, their
vocabulary increases, they start using more real language and they respond to step-by-
step commands.

- Pre-operational stage: it spans from 2 to 7 years old. Throughout this stage, children
acquire language, they are egocentric and their thinking is literal, concrete and
precausal. Furthermore, they consolidate knowledge of grammatical system and they
have an animistic thinking, limited sense of time and transductive reasoning.

Apart from that, there are five areas that should also be considered according to Mehisto,
Marsh & Frigols (2008, p.12) to develop CLIL approach in Early Childhood Education
appropriately. Those areas are mentioned below:

- Grade-appropriate levels of academic achievement in subjects taught through the CLIL

language.

- Grade-appropriate functional proficiency in listening, speaking, reading and writing in

the CLIL language.

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 - Age-appropriate levels of first-language competence in listening, speaking, reading and
writing.

- An understanding and appreciation of the cultures associated with the CLIL language
and the students’ first language.

- The cognitive and social skills and habits required for success in an ever-changing
world.

Therefore, teachers should analyse their pupils according to the mentioned aspects, and
in this way, they will be able to develop and implement a suitable CLIL approach. If
professionals are trained, they will know how to carry out CLIL in any educational stage, which
includes Early Childhood Education.

Giannikas et al. (2015) explains that teachers have to be aware of the need to use
multiple strategies. It is necessary in all educational stages, but it is essential in the earliest one.
In Early Childhood Education, the use of strategies will allow a good teaching-learning process
and a good CLIL approach. Those strategies are: use of repetition and imitation; stimulation of
senses; allowing to play and manipulate objects; building trust; using positive reinforcement;
encouraging questions; providing simple images, drawings and stories; and using a simple and
clear language (Giannikas et al., 2015).

Thus, it can be observed that all those strategies are based on performing actions, since
it is the way of learning that students have at this stage. So, the most appropriate and effective
activities to develop CLIL approach properly are those ones that allow learners perform by
themselves (Giannikas et al., 2015).

Additionally, Giannikas et al. (2015) say that there is another important aspect to
highlight in Early Childhood Education and it is the significant and relevant impact that teachers
have on children as role models, and hence, as role models for communication, which is one of
the main elements in CLIL approach. Specifically, in this stage, the most important type of
communication is oral communication, so, as the mentioned authors expose, teachers have to
have a high degree of foreign language fluency, because this allows students to have good
models from which learn and, therefore, to acquire the foreign language properly.

Apart from all the aspects that have been exposed within this section to implement CLIL
approach in Early Childhood Education appropriately, it is also fundamental to consider the
main principles of CLIL that were explained in the previous section. Consequently, CLIL will

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be able to be developed successfully at the stage that constitutes the basis of education, Early
Childhood Education, since it is where all developmental processes begin.

2.2. Multiple Intelligences Theory

2.2.1. Origin, definition and principal aspects

Multiple Intelligences Theory was published in 1983 by Howard Gardner through the
book titled Frames of Mind: The Theory of Multiple Intelligences, so it can be said that it is a
fairly recent theory. In this one, its author, Gardner (2011), states that “an intelligence is the
ability to solve problems, or to create products, that are valued within one or more cultural
settings” (p.28). Ernst-Slavit (2001) summarizes that definition in other words saying that what
Gardner wants to say with the definition of intelligence is that intelligence changes according
to the context. Moreover, Gardner (cited by Monteros, 2006) explains that each intelligence is
a system by itself more than an aspect of a bigger system, also making clear that someone’s
intelligence is not static when he/she is born, but dynamic and it is always growing up and it
can be improved and expanded.

Gardner establishes the existence of 8 different intelligences. Originally, he determined

7 different intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,
interpersonal and intrapersonal. After that, in 1995, he added one intelligence more: the
naturalist intelligence (Ernst-Slavit 2001). Gardner & Hatch (1989) provide the definitions of
the seven initial intelligences and jobs where each intelligence is applied:

- Logical-mathematical intelligence: sensitivity and ability to understand logical or

numerical patterns and to deal with long chains of reasoning. Jobs: for example, a
scientist, mathematician, economist or engineer.

- Linguistic intelligence: sensitivity to all the elements and functions of language. Jobs:
for example, a writer, journalist or poet.

- Musical intelligence: abilities to produce and appreciate all the elements and forms
related to music and its expression. Jobs: for example, a composer, musician, instrument
player or orchestra conductor.

- Spatial intelligence: abilities to perceive the visual-spatial world accurately and to

transform it taking into account the initial perceptions. Jobs: for example, an architect,
sculptor, photographer or designer.

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 - Bodily-kinesthetic intelligence: capacities to control the body (movements, balance,
strength, expression, coordination, etc.) and to handle objects skilfully. Jobs: for
example, a dancer, athlete, actor or potter.

- Interpersonal intelligence: sensibility to perceive, understand and respond appropriately

to what another person is transmitting or is wanting to transmit. Jobs: for example, a
psychologist, lawyer or teacher.

- Intrapersonal intelligence: abilities to know and manage all the components that
constitute one’s inside (feelings, behaviour, strengths, weaknesses, desires and
intelligences). Person with detailed, accurate self-knowledge. Jobs: for example, a
philosopher or entrepreneur.

- Naturalist intelligence: Ernst-Slavit (2001) explains that Gardner decided to add the
naturalist intelligence in 1995 and it refers to the ability to recognize, improve and deal
with flora, fauna, crops and biological sciences, it means, with the natural world in
general. Jobs: for example, a farmer, biologist, vet or ecologist.

Carrillo & López (2014) clarify that Gardner considers that each person has, at least, the
eight intelligences that have just been mentioned, having some of them more developed than
others. So, there are not people who possess only one or some of the intelligences, but all of
them with different levels of development. Gardner (1993) claims that all the intelligences can
be improved with practice and training. He also makes reference to traditional tests to measure
intelligence saying that these ones focus on measuring two aspects, which are logic and
language.

Additionally, Brualdi (1996) mentions that Gardner states that the eight intelligences
are usually interconnected and it is very rare that they operate independently, as they
complement each other and they are used simultaneously. Likewise, it is said that multiple
intelligences have both a biological and culture basis. They have a biological basis due to the
fact that “learning is an outcome of the modifications in the synaptic connections between cells”
(Brualdi, 1996, p.2). This is known because neurobiological research has found “primary
elements of different types of learning in particular areas of the brain where corresponding
transformations have occurred. Thus, various types of learning results in synaptic connections
in different areas of the brain” (Brualdi, 1996, p.2). For example, the proper use of syntax is
located in the Broca’s area. Moreover, intelligences have a cultural basis because the cultural
value that each society provides to certain tasks motivates members of that society to carry out

18
those tasks, developing, therefore, the intelligences related to them (Gardner, 2011). In this
way, each society values different intelligences, so, it is possible that some intelligences are
very valued in one society, and in another society, having no value (Brualdi, 1996). Anyway,
all intelligences are important in a society, because they are all required to perform different
productive functions in it (Brualdi, 1996).

Gardner’s theory means a change in the educational model due to the fact that it requires
to focus on each student, keeping in mind the innate potentialities of them, so, the teaching-
learning process must become a process that encourages each of the person’s intelligences.
Therefore, Multiple Intelligences Theory fosters a more personalized pedagogy and an
interdisciplinary education (Carrillo & López, 2014).

Multiple Intelligences Theory is a way to recognise the differences between learners,

since each of them has their own learning style and intellectual capacity. Consequently, teachers
must recognise and bear in mind those differences to adapt their practice to the reality that they
are going to deal with (Carrillo & López, 2014).

A fundamental aspect that teachers should consider is that all intelligences have the
same importance, a fact that does not happen in traditional education, where the emphasis is
focused on logical-mathematical and linguistic intelligences mainly. Thus, nowadays,
educators should be aware of the wide range of skills that students have and can develop,
having, in this way, to address all the existing intelligences (Brualdi, 1996).

According to Carrillo & López (2014), there are educational actions that Gardner has
carried out and which are based on Multiple Intelligences Theory. One of them is Zero Project,
which started in 1967 and which is based on students’ performance, education for
comprehension and the use of the Theory of Multiple Intelligences to get a more personalized
and interdisciplinary pedagogy. Another one is Intelligent School, where learning is considered
as a result of thinking and it leads to a deep understanding and a flexible and active use of
knowledge.

The eight intelligences that Gardner proposes have already been defined. Nevertheless,
there are more aspects related to each intelligence that have not been mentioned yet. Armstrong
(2009) explains, according to each intelligence, how people think, things that they love and
things that they need. This can be observed in the following figure.

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 Table 1. Eight ways of learning (Armstrong, 2009, p.33)

According to the aspects that are shown in the previous figure, Armstrong (2009)
exposes several activities to teach and learn considering each intelligence: for linguistic
intelligence, lectures, discussions, word games, storytelling, choral reading and journal writing;
for logical-mathematical intelligence, brainteasers, problem solving, science experiments,
mental calculation, number games and critical thinking; for musical intelligence, rhythmic
learnings, rapping and using songs that teach; for spatial intelligence, visual presentations, art
activities, imagination games, mind-mapping, metaphor and visualization; for bodily-
kinesthetic intelligence, hands-on learning, drama, dance, sports, tactile activities and
relaxation exercises; for interpersonal intelligence, cooperative learning, peer tutoring,
community involvement, social gathering and simulations; for intrapersonal intelligence,

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individualized instruction, independent study and self-esteem building; for naturalist
intelligence, nature study, ecological awareness and care of animals and plants.

Furthermore, Armstrong (2009) comments that the first step to introduce the Theory of
Multiple Intelligences in a classroom is to teach students about such theory to make them aware
of it and to familiarize them with it. Thus, learners will not be lost and they will know the new
methodology. In addition, Armstrong (2009) considers necessary to know what are the
strongest and the weakest intelligences of each child to carry out the teaching-learning process
bearing in mind that aspect. In this way, learners will take advantage of the strongest
intelligences and they will improve the weakest ones. Armstrong (2009) proposes a checklist
to identify the children’s intelligences. A part of that checklist is shown in figure 9.

Figure 8. Multiple Intelligences checklist for students (Armstrong, 2009, p.36)

The implementation of the Theory of Multiple Intelligences requires, therefore, to carry

out a teaching-learning process which is different from the traditional one. This also involves a
different way to assess, since all intelligences have to be taken into account in the development
of the assessment, so, within this theory, standardized tests are considered as limited

21
instruments that do not cover the assessment of the eight intelligences (Gardner & Hatch, 1989).
This alternative way to assess can be formed by assessment instruments such as checklists,
observation sheets, anecdotal records, portfolios, rubrics and reflections, among others (Alvin
et al., 1999).

2.2.2. Multiple Intelligences Theory in Early Childhood Education

Early Childhood Education is the first educational stage, where learners start their
development, so it is fundamental to carry out a suitable teaching-learning process to get
children’s integral development, which is the main objective of this stage (Gutiérrez, 2013).
The use of the Theory of Multiple Intelligences is essential to achieve that aim, since it takes
into account each child and their own learning style, so it motivates and allows them to learn
as they like, using the intelligences that they have more developed and learning, therefore, more
easily. In this way, as Gutiérrez (2013) explains, Multiple Intelligences Theory keeps in mind
the fact that children’s learning depends on how this one is carried out, and the mentioned
theory proposes an active, ludic, experimental, investigatory and contextualized way of
working, so it addresses children’s needs and interests, fostering a significant learning in which
the learning process has the same importance or more than the learning product.

As it has been said previously, the implementation of Multiple Intelligences Theory

entails a new and non-traditional teaching-learning process. Lazear (1992) exposes stages that
should be followed in a classroom to develop a proper teaching-learning process taking into
consideration Gardner’s theory. Thus, the stages that this author proposes can be followed in
Early Childhood Education. Such steps are the next ones:

- Stage 1. Awakening the Intelligences: this stage consists of activating the intelligences
by stimulating certain areas of brain/mind/body system. There are different techniques
for awakening the intelligences, for example, if the teacher wants to trigger bodily-
kinesthetic intelligence, it is necessary to promote physical movement.

- Stage 2. Amplifying the Intelligences: intelligence capacities will become better if the
student practises them more. The main goal of this stage is to improve those strong
intelligences and to develop and strengthen the weak ones. For instance, if the teacher
wants to amplify the music capacities, students must be taught how to recognise and
differentiate sounds. Therefore, the aim of this stage is to learn how the intelligences
work and how to improve them.

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 - Stage 3. Teaching with the Intelligences: in this stage, the objective is to carry out
lessons using different ways of teaching to address the eight intelligences, it means, a
content should be taught using all eight ways of knowing.

- Stage 4: Transferring the Intelligences: the last stage consists of applying the
intelligences beyond the classroom, into one’s daily life. In this way, learners will be
able to solve problems or to meet challenges in their real life. An example can be the
transfer of a cooperative learning situation that they have learned at school to familiar
situations (interpersonal intelligence).

Apart from the proposal of Lazear (1992) that has just been explained, Nicholson-
Nelson (1998) proposes different projects that allow teachers to address the eight intelligences
of human being throughout the teaching-learning process, being the first three more appropriate
for Early Childhood Education than the last two, in which it is very difficult that very young
learners do what is required:

- Multiple intelligences projects: these projects focus on awakening, stimulating and

nurturing children’s intelligences. The curriculum is integrated into these projects, but
the protagonists are the intelligences.

- Curriculum-based projects: the goal of these projects is to teach learners about a subject
considering the curriculum content areas. Moreover, it is necessary to keep in mind the
intelligences to work the selected content in different ways. Intelligences are
interdependent, so some of them will work together automatically depending on the
worked content.

- Thematic-based projects: these projects are based on themes that are related to the
curriculum and on the required intelligences to work those themes.

- Resource-based projects: the aim of these projects is to allow students to research about
a topic using the multiple intelligences. To achieve this, they must be provided with
sufficient opportunities.

- Student-choice projects: these projects are chosen and designed by learners. Thus, they
are also developing their intelligences.

Moreno & Planells (2016) make reference to the relevance of incorporate the Theory of
Multiple Intelligences in Early Childhood Education because, as they say, it is necessary to
change the way of teaching in order to get the success of learning. In addition, they state the
23
importance of implementing Gardner’s theory in the earliest educational stage through the
game, which is a main learning strategy to be used with very young learners due to the fact that
it allows them to work following their own pace and cooperating between them. The
development of Multiple Intelligences Theory in Early Childhood Education leads to a more
individualized teaching-learning process in which teachers take into account each child’s
capacities, skills, interests and characteristics.

2.3. Relationship between CLIL and Multiple Intelligences Theory

There are several studies about the relationship between CLIL and Multiple
Intelligences Theory and if it provides benefits or drawbacks. Most of them take as a reference
educational stages in which children are older than six years old, so this fact exposes the need
of increasing research and studies focus on Early Childhood Education.

Morilla (2014) carries out a study with children of first and fourth grade of Primary
Education in which the Theory of Multiple Intelligences is integrated in CLIL. The results that
are obtained at the end of it are very positive and they show that an organized integration of
Gardner’s theory in CLIL leads to a better acquisition of the communicative competence of the
foreign language. This integration is positive because Multiple Intelligences Theory helps
learners interrelate different areas, which is an essential aspect in CLIL, where is required the
connection between content and language. The author of this study explains how younger
students are more willing to develop their skills, abilities and, definitely, their intelligences than
the older ones, which facilitates the acquisition of the foreign language.

Another study implemented in Primary Education, specifically in the fifth and sixth
grades, is the one developed by Gey-Suárez (2016), in which Multiple Intelligences Theory is
used for creating learning strategies related to students’ strongest intelligences that help them
learn in CLIL environments. This is another successful example of the joint implementation of
CLIL and Multiple Intelligences Theory. For her part, Bernal (2014) obtains similar results in
her study with students of the whole Early Childhood Education that show the benefits of
adapting learning strategies to the different intelligences of learners in all situations, including
in a CLIL context.

In addition, Gordillo, Obregon & Logroño (2019) focus on the first years of Primary
Education and they demonstrate that illustrated stories are a resource based on Multiple
Intelligences Theory that favours the learning of a foreign language and critical thinking.
Therefore, these authors recommend this type of stories to CLIL teachers.

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 Hence, the implementation of CLIL along with the Theory of Multiple Intelligences
favours the teaching-learning process. It is in this way due to the fact that it allows teachers to
take into account individual differences and to address the intelligences of each child so that
students learn a content through a foreign language in a more motivated and easy way. Children
can learn any content through any approach if they are enjoying while they are learning, and to
get that, it is fundamental to consider their more developed intelligences, and therefore,
Multiple Intelligences Theory.

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3. CONTEXTUALIZATION AND JUSTIFICATION OF THE LESSON PLAN

The present lesson plan is intended for a group of children who are in the third course,
letter A, of the second cycle of Early Childhood Education, it means, children who are 5 and 6
years old. In total, there are 24 students in this classroom, specifically, 12 girls and 12 boys.
The school where they attend their classes and where the lesson plan is going to be carried out
is C.E.I.P. Castra Caecilia, in Cáceres, a bilingual educational centre characterized because of
implementation of multiple innovative projects. Focusing on the classroom context, it is
necessary to highlight the space of the room, the easy access that it has to the playground and
the material availability, all of them aspects that facilitate a lot the development of different
activities.

The topic that has been selected to be worked throughout the lesson plan that is being
described in this document is “Domestic and wild animals”. This is a wide topic and its study
can be more or less complicated depending on students’ age with which the teacher works it.
In this case, as it has been mentioned previously, the learners who are going to study such topic
are five and six years old, that is, they are in the highest grade of Early Childhood Education,
so it is necessary to adapt the teaching-learning process of domestic and wild animals to those
ages in order to facilitate and guarantee them a suitable learning of the topic. Due to this reason,
along with the fact that the content is going to be taught through a foreign language, only certain
animals of each type are going to be studied. Consequently, the domestic animals that are going
to be worked are six (dog, cat, horse, cow, pig and chicken) and the wild animals that are going
to be studied throughout this lesson plan are also six (lion, elephant, bear, tiger, ant and
mosquito).

The lesson plan is going to be developed about domestic and wild animals because there
are several contents that make reference to the study of animals (these ones are mentioned
below within the section of contents) in the DECREE 4/2008, of 11th of January, in which the
Curriculum of Early Childhood Education of the Autonomous Community of Extremadura is
approved, specifically, within the “Environmental knowledge area”. Moreover, this topic has
been selected due to the fact that children are usually interested in it, so it motivates them, which
is a fundamental aspect in the teaching-learning process. In addition, it has been decided to
implement CLIL to develop the lesson plan because of the relevance of the learning of a foreign
language, as it appears within the third area of the curriculum, which is called “Languages:
communication and representation”.

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4. OBJECTIVES

The general objectives that are intended to be achieved through the development of this
lesson plan are present in the DECREE 4/2008, of 11th of January, in which the Curriculum of
Early Childhood Education of the Autonomous Community of Extremadura is approved, and
those objectives are the following:

- 3. To know and to value the importance of the environment in general and, particularly,
the environment of our Autonomous Community and its quality for the human life,
showing towards it attitudes of respect, care and responsibility in its conservation.

- 3. To understand the intentions and messages from other children and adults, adopting
a positive attitude towards the language, both own and foreign.

- 7. To start the oral use of a foreign language to communicate themselves in activities

within the classroom and to show interest and enjoyment when they participate in these
communicative exchanges.

Once the general objectives have been established, some specific objectives are
elaborated from them:

• Content objectives:

- To start knowing domestic animals: dog, cat, horse, cow, pig and chicken.

- To start knowing wild animals: lion, elephant, bear, tiger, ant and mosquito.

- To differentiate between domestic and wild animals.

• Language objectives:

- To be able to discuss and interact with other classmates about a specific topic, in this
case, domestic and wild animals (BICS).

- To learn some specific vocabulary about domestic and wild animals: domestic, wild,
animal, dog, cat, horse, cow, pig, chicken, lion, elephant, bear, tiger, ant, mosquito and
human (CALP, content-specific language).

- To develop the oral skills: listening, speaking and interaction (CALP, content-specific
language).

- To start using the present simple tense (CALP, general academic language).

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5. CONTENTS

The contents that are going to be worked throughout the development of the lesson plan
are collected in the DECREE 4/2008, of 11th of January, in which the Curriculum of Early
Childhood Education of the Autonomous Community of Extremadura is approved. Such
contents are present in two areas of the second cycle of Early Childhood Education and, within
those areas, distributed in different blocks. The worked contents, along with their areas and
blocks, are specified below:

• Environmental knowledge area

Block 2. Approach to nature:

- 1. Living beings: animals and plants from our own environment, it means, from our
Autonomous Community.

- 3. Animals and plants from far landscapes that can be interesting for children. Different
types of natural landscape.

- 4. Discrimination and subsequent classification of some animals and plants, according

to the environment in which they live, and certain physical and/or functional
characteristics.

- 8. Care of an animal or a plant, as well as its dependencies.

- 12. Curiosity, respect and care towards animals and plants as first attitudes to conserve
the environment.

- 13. Interest in knowing characteristics and functions of living beings.

• Languages: communication and representation

Block 1. Verbal language.

1.1. Listen, speak and talk:

- 1. Verbal language and needs and situations of expression and communication more
usual.

- 4. Appropriate use of simple sentences of different types (affirmative and negative).

- 11. Initiative and interest in participating in oral communication situations of different

types (collectives, dialogues, narrations, game explanations).

28
- 12. Interest and effort to improve and enrich the one’s own linguistic productions.

- 14. Attitude of listening and respect towards others in dialogues and collective
conversations, respecting the rules and social conventions that regulate linguistic
exchange.

29
6. KEY COMPETENCES

In Early Childhood Education there are not key competences, so these ones are taken
from the DECREE 103/2014, of 10th of June, in which the Curriculum of Primary Education
of the Autonomous Community of Extremadura is approved. The competences that are going
to be developed throughout the teaching-learning process are the next ones:

- Linguistic competence

- Mathematical competence and basic competences in science and technology

- Digital competence

- Learning to learn

- Social and civic competences

- Sense of initiative and entrepreneurial spirit

- Cultural awareness and expressions

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7. METHODOLOGY

There are several aspects related to methodology that need to be mentioned. The first
one is the fact that the methodology that is going to be used throughout this lesson plan is
mainly constructivist, so in this way, students’ investigation will prevail so that they develop
their own knowledge, although sometimes a behaviourist methodology is also going to be
employed and children will be said what they are expected to do directly. Consequently, the
teacher will apply an interrogative feedback, which is the characteristic one of the constructivist
methodology, to check if pupils acquire the content correctly.

Another relevant point in the methodology is the consideration of the methodological

principles that are collected within the DECREE 4/2008, of 11th of January, in which the
Curriculum of Early Childhood Education of the Autonomous Community of Extremadura is
approved. These ones are ten and they are the following: significant learning; global
perspective; principle of activity; mediation of adults; affective and relationship aspects;
suitable organization of the environment, including spaces, materials and time; collaboration
and coordination between the elements of the educational process; preventive and
compensatory nature of inequalities; individualisation; and new technologies. Therefore, this
ensures that the teaching-learning process will be participative, ludic and active, where the
student will be the centre of such process and the teacher will perform as a guide.

As it is known, the implementation of CLIL is an essential aspect in the development of

this lesson plan, so it is fundamental to bear in mind the main principles of that approach to
carry out an appropriate methodology. It means that the teacher must consider the
encouragement of BICS and CALP, HOTS and LOTS, the 4Cs Framework for CLIL, Bloom’s
taxonomy, the Language Triptych and a proper scaffolding (gestures, pictures, repetition,
simple and clear words and sentences, etc.), which starts from the discovery of learners’
previous knowledge.

Apart from CLIL approach, there is another protagonist that plays a fundamental role
throughout the teaching-learning process of this lesson plan, and hence, in the methodology,
and it is Multiple Intelligences Theory, which takes into account and addresses all the
intelligences of students, facilitating, then, their learning. To implement Multiple Intelligences
Theory, it is necessary to start by finding out the prevailing intelligences of each child by
observing them and using Armstrong’s checklist for one or two weeks before carrying out the

31
lesson plan, and also, in the initial session. This will allow the teacher to know their students
deeply and to develop the teaching-learning process adapting it to their characteristics.

In addition, different cooperative techniques are going to be put into practice because
of the presence of cooperative learning in most of the activities of the lesson plan, in which
teamwork is essential. The cooperative techniques that are going to be carried out are called
Think-pair-share, Pens/playdough in the middle, Rotating paper and Station work. These ones
are explained in the activities in which they are implemented.

There is a methodology based on language teaching that is going to be used throughout

the lesson plan whose name is TPR. TPR means Total Physical Response and it consists of
learning a foreign language through movement (Asher, 1965). Likewise, it is going to be
necessary the use of a resource called Realia, which consists of learning a foreign language
through the use of real elements that help establish a relationship between the concept and the
words (Cru, 1929). Therefore, TPR and Realia, along with a proper scaffolding, will allow the
teacher to develop a natural approach, which is characterized because of providing students a
comprehensible input (Krashen, 1982).

32
8. TIMING

The lesson plan is formed by five sessions that are going to be developed during a
scholar week, it means, during five days (from Monday to Friday, both included), so there will
be a session per day. Each session has been designed to last 60 minutes, since it is enough time
to work the content with students, but it is not too long for them to be bored. In the first session,
the 60 minutes are intended for different activities, however, during the other four sessions, 50
minutes are focused on activities and 10 minutes on a formative assessment that is going to be
explain within the “Assessment” section. The week during which the lesson plan is going to be
carried out will take place within the third and last term of the course, that is, at the end of the
stage of Early Childhood Education, which is when students have a more advanced cognitive
development, and therefore, they are ready to acquire the knowledge related to the topic that is
going to be worked throughout the lesson plan. Besides that, it is necessary to clarify that the
sessions will be developed before the break, as students are usually more concentrated.

The first session is going to be an introduction of the Theory of Multiple Intelligences

so that children learn about it and, in this way, about themselves, knowing their prevailing
intelligences and their ways of learning. In addition, at the end of the first session, there will be
an activity to find out students’ previous knowledge in order to build a suitable scaffolding and
to work the content properly during the next four sessions. The second session is focused on
working the topic through four intelligences, and the third session, on using the other four
intelligences to continue studying such topic. Concerning the fourth session, this is going to be
carried out through the implementation of the station work cooperative technique, so all the
intelligences will be taken into account and used in this session to learn about domestic and
wild animals. The fifth session is the last one and the eight intelligences are going to be
employed during it to finish studying the selected topic, and therefore, to finish the lesson plan.

33
9. ACTIVITIES

9.1. First session

Activity 1: I am really good at…

This is a whole class activity and it lasts 20 minutes. It consists of telling and showing
the actions or activities that each student can develop properly, it means, in which actions or
activities each one is considered the best. Each learner has to say an action that he/she does
very well. After that, each one has to show the rest of the classroom the mentioned action and
to carry out it in some way. For example, if a girl says that she is very good at singing, she
should show her talent and sing a song.

Activity 2: Knowing the different intelligences

It is a whole class activity and it lasts 15 minutes. In this activity, the teacher must
explain to students that in the previous activity each child has said a different thing (which is
the most likely to happen) due to the fact that there are different intelligences and each person
has more developed some intelligences than others. Obviously, children will not understand it
if the teacher says only that information, so he/she has to write each type of the intelligence on
the board and give examples about what skills belong to each intelligence. Afterward, pupils
along with the teacher have to classify each child’s quality according to the intelligence that it
belongs to. For instance, taking into account the previous example, the teacher would start
mentioning the different intelligences and different skills of them while children would say if
they consider that singing belongs to the mentioned intelligence or not, until they find the
correct option.

Activity 3: Let’s talk about it!

It is a whole class activity and it lasts 10 minutes. It consists of sitting down making a
circle and to reflect about the different intelligences, and therefore, about the session. In this
activity, students can express the feelings that they have had during this session, in which they
have the possibility to show what they want and what they are good at.

Activity 4: Brainstorming

In this activity, students and the teacher have to continue sitting down making a circle
in the corner where the assembly is made, so it is a whole group activity and it lasts 15 minutes.
The teacher must explain them that they are going to study domestic and wild animals, and after

34
that, he/she has to ask them “What animals do you know?”. Subsequently, learners should
answer the animals that they know, trying to use the foreign language. After listening to their
answers, the teacher must mention them the animals that are going to be studied and pupils
have to say if they know those animals or not. Once this is done, the teacher must ask the last
question, which is “Do you know what a domestic animal is and what a wild animal is?”.
Children should share their ideas about it, and later, they should listen to the teacher who must
explain them both concepts. Finally, students have to try to classify orally the animals that are
going to be studied into domestic animals or wild animals. In this way, the teacher can find out
the students’ previous knowledge to work the content appropriately.

9.2. Second session

Activity 1: Can you draw it?

This activity is developed to work intrapersonal intelligence. It is an individual activity

and it lasts 15 minutes. First of all, the teacher must show students several flashcards (appendix
I) with the images of the domestic and wild animals that are being studied, specifying the animal
and if it is domestic or wild and why. Then, he/she has to ask them if they could point to certain
animals. Later, the teacher must provide students with a blank piece of paper. Once everybody
is ready, the flashcards must be set in a place where pupils can observe them. Finally, they have
to choose one of the shown animals and to draw it on the piece of paper.

Activity 2: Sculptors

This activity is carried out to work spatial intelligence. It is a group activity, so students
have to be arranged in six groups of four components each one, having each member of the
group a role (leader, recorder, reporter and monitor). It lasts 10 minutes and, to develop it, the
cooperative technique called Pens in the middle needs to be implemented, although in this case,
the technique should be called Playdough in the middle. The teacher must explain children that
they have to reach an agreement and to select one of the animals that one of the group members
has drawn in the previous activity. Later, all the components of each group have to cooperate
to sculpt that animal with playdough. When everybody knows what to do, the teacher will
indicate that they can start and they will take the playdough from the middle of the table, and
when the time finishes, the teacher will say “Playdough in the middle” and students will stop
and leave the figure of playdough in the middle of the table. Finally, each group has to say what
animal is the sculpted one and if it is domestic or wild.

35
 Activity 3: The little white rabbit

This is an activity in pairs and it lasts 15 minutes. To carry out it, the Think-pair-share
cooperative technique must be put into practice and the worked intelligence during its
development is the linguistic intelligence. The sequence of the activity starts with the reading
of the story, which is the teacher’s work, while children listen to it carefully. To do it, the
teacher can use different materials, such as the book or images of the characters (appendix II).
Afterwards, the teacher must show the characters images and ask children “What animals
appear in the story? Which of these animals are we studying?”. This reflection must be done all
together. Once students identify the animals of the story that are being studied (four of the six
animals that appear in the story), the teacher must ask “Which of these animals are domestic
and which ones are wild?”. To answer this question, learners have to be organized in pairs, and
each pair must share their ideas and to reach an agreement. Finally, each couple must share
their answers with the rest of the class.

Activity 4: Magic trick

This activity is developed to work musical intelligence. It is a whole class activity and
it lasts 10 minutes. It consists of playing an instrumental music (appendix III) from the
computer (action made by the teacher) and moving around the class following the rhythm. The
teacher should pretend to be a magician and to be able to convert students in different animals.
In this way, he/she must mention the studied animals and pupils should imitate them, without
forgetting to follow the rhythm of the music.

9.3. Third session

Activity 1: Can you go and touch…?

This activity is carried out to work bodily-kinesthetic intelligence. It is a whole class

activity and it lasts 10 minutes. The teacher must distribute the flashcards of the studied
domestic and wild animals around the classroom. Then, the teacher has to pronounce the
sentence “Can you go and touch…?” mentioning some of the animals that appear in the images,
and learners have to go and touch the corresponding image. In this activity, TPR methodology
is applied.

Activity 2: Complete it!

This activity is developed to work logical-mathematical intelligence. It is a group

activity, so students must be organized in six groups of four components each one, having each
36
member of the group a role (leader, recorder, reporter and monitor). It lasts 15 minutes and to
develop it, the cooperative technique called Rotating paper has to be put into practice, but it is
going to be adapted a little bit. The teacher must assign a different animal to each group and
give a piece of paper to each group. One of the group members has to start drawing one part of
the animal and pass the paper to another component, who has to draw another part of the animal
and pass the paper to another member, so they have to continue doing this until they complete
the drawing of the corresponding animal. All the parts of the animal should be drawn at the end
of the activity. Finally, each group must say if the animal is domestic or wild.

Activity 3: Choose an animal!

This activity is developed to work interpersonal intelligence. It is a whole class activity

and it lasts 15 minutes. To develop this activity the teacher must use the application called “Tux
Paint” (appendix IV). This app allows her/him to draw anything, so she/he should draw a house
on the left (for domestic animals) and a field on the right (for wild animals). Each student has
to draw one of the studied animal inside the house or the field. After drawing, the pupil should
say what animal is, if it is domestic or wild and what is a domestic or a wild animal, for example,
if a child drew a dog inside the house, that child should say “A dog is a domestic animal.
Domestic animals depend on humans.” Furthermore, each child must say if the animal that
he/she has chosen can be found in our environment or not by answering this teacher’s question
“Is this animal in our environment?”.

Activity 4: A very special visit

This is an activity carried out to work naturalist intelligence. It is an activity in pairs and
it lasts 10 minutes. To develop it, the teacher or a parent must bring his/her pet (for example, a
dog or a cat) to the classroom so that students observe it carefully while he/she is explaining its
characteristics, for instance that it is a domestic animal. After that, learners have to be arranged
in pairs and they must share with their partner what they have observed and listened and what
they know about that animal. In this activity, Realia resource is implemented.

9.4. Fourth session

This session has been thought to be developed using the Station work cooperative
technique. There are eight stations, one for each intelligence, and domestic and wild animals
are worked in all of them. In each station, there is an activity, so there are eight activities in
total. Children have six minutes to do each activity, and in this way, the approximate 50 minutes

37
of the session are spent. Students must be organized in eight groups of three children each one.
The groups have to be of three children because in this way, there is the same number of groups,
activities and stations. In Station work cooperative technique, the groups are usually composed
by four people, having each member of the group a role: a leader, a recorder, a reporter and a
monitor. Nevertheless, in this occasion, the amount of the components and groups are going to
be adapted to the number of children and stations that are going be created, so the role of the
monitor is going to be deleted from the groups and taken by the teacher. In addition, each group
must be formed by children with different prevailing intelligences, so that each one of them can
show their skills and take advantage of them in the stations where their prevailing intelligences
need to be used and worked. Furthermore, this organization of groups allows students improve
their other intelligences because they can learn from their groupmates, who have other
prevailing intelligences. The eight activities that make up this session are the next ones:

Roll the dice!

This activity is developed in the station destined to work linguistic intelligence. It

consists of rolling two dice with images of the studied domestic and wild animals (appendix V)
and discussing about if the two animals that appear as result are domestic or wild. So, the group
has to cooperate to reach an agreement and to say finally “… is a domestic/wild animal.
Domestic/wild animals depend on/do not depend on humans”.

Can you find us?

This activity is developed in the station destined to study logical-mathematical

intelligence. In this one, a worksheet with lots of drawn things is shown to children (appendix
VI). They have to find the animals that are present, and after that, to classify them into domestic
(making a red circle) or wild animals (blue circle). This must always be carried out in group
work.

What a masterpiece!

This activity is developed in the station destined to work spatial intelligence. To carry
out it, each group has to choose an animal, whatever they want, and to draw a detailed picture
of it, telling the teacher at the end of the activity if the animal is domestic or wild.

Just dance!

This activity is developed in the station destined to study musical intelligence. When
students arrive at this station, a song begins to be played (appendix VII). Different animals
38
appear in the song, which is about the topic studied. Each group has to make a choreography
for the song, and in this way, they make a reflection about the animals that they have to represent
and the categories that they belong to.

Let’s go explorers!

This activity is developed in the station destined to work naturalist intelligence. The
activity consists of going out to the playground and looking for an animal, which will be likely
an insect, that is, a wild animal. Once each group has found the animal, the components have
to discuss what category the animal belongs to and to describe it. Therefore, Realia resource is
applied in this activity.

Transformation

This activity is developed in the station destined to work bodily-kinesthetic intelligence.

To carry out it, each group must choose a domestic and a wild animal, which they consider.
After that, all the components of the group have to imitate the selected animals.

My favourite animal is…

This activity is developed in the station destined to work interpersonal intelligence.

Within each group, each child has to think about their favourite animal and to tell the rest of
the components of the group some characteristics of it, within them, if the animal is domestic
or wild.

Show how much you know!

This activity is developed in the station destined to work intrapersonal intelligence. It

consists of drawing an individual picture of a domestic or wild animal, but the choice, in this
case, depends on the teacher. He/she must tell them, individually, if the picture has to be about
a domestic or a wild animal.

9.5. Fifth session

Activity 1: Trip around the school

In this activity, students work naturalist intelligence and spatial intelligence. It is a group
activity, so students must be organized in six groups of four components each one, having each
member of the group a role (leader, recorder, reporter and monitor) and it lasts 15 minutes. It
consists of taking a short trip around the school so that the six groups observe and take notes or

39
memorize the animals that they find and see along the way. Hence, Realia resource is present
in this activity.

Activity 2: What animals have you observed?

This is an activity in which children have to use their bodily-kinesthetic intelligence and
their musical intelligence. It lasts 15 minutes and to carry out it, pupils have to continue
organized in the groups that have been created in the previous activity. What the members of
each group have to do is to represent the actions that the animals that they have observed were
doing (groups organized consecutively). In addition, learners have to do that following the
rhythm of a melody (appendix VIII) played by the computer at the same time.

Activity 3: Counting domestic and wild animals

In this activity, learners work logical-mathematical intelligence and intrapersonal

intelligence. It is an individual activity and it lasts 10 minutes. To develop it, firstly, the teacher
must give a blank piece of paper to each pupil. Later, each student has to take into consideration
the previous sessions and the walk around the school to draw on the paper the domestic and
wild animals they know. To finish, each student has to count the number of domestic animals
and the number of wild animals that he/she has drawn.

Activity 4: Assembly and reflection

This is an activity in which students have to use their linguistic intelligence and their
interpersonal intelligence. It is a whole group activity and it lasts 10 minutes. It consists of
sitting down on the floor making a circle to discuss and reflect about the worked topic, which
is domestic and wild animals in this case. The teacher must guide the reflection asking some
questions that children should answer, such as “What topic have we studied during this week?”,
“What is a domestic animal?”, “What is a wild animal?”, “Can you provide some examples of
domestic animals and wild animals?”.

40
10. ASSESSMENT

10.1. Assessment criteria

The assessment criteria of this lesson plan have been taken from the DECREE 4/2008,
of 11th of January, in which the Curriculum of Early Childhood Education of the Autonomous
Community of Extremadura is approved. One of the assessment criteria is present in the
“Environmental knowledge” area and the other one in the “Languages: communication and
representation” area. Such assessment criteria are mentioned below:

- 2. To have interest in the natural environment, specifically in that of the Autonomous

Community, valuing its natural wealth, identifying and naming some of its components,
establishing simple relationships of interdependence, showing attitudes of care and
respect for nature and taking part in activities to conserve it.

- 1. To use the oral language in the most appropriate way for positive communication
with their equals and with adults, according to the educational intentions and to
understand different oral messages, showing an attitude of attentive and respectful
listening.

As it can be observed, these assessment criteria are quite general, so more specific
assessment criteria have been developed from them:

- To know what a domestic animal is and what a wild animal is.

- To know certain domestic animals: dog, cat, horse, cow, pig and chicken.

- To know certain wild animals: lion, elephant, bear, tiger, ant and mosquito.

- To be able to differentiate between the domestic and wild animals that are studied
throughout the lesson plan.

- To know what of the studied animals live in our environment and what of the studied
animals do not live in our environment.

- To discuss and to interact with other classmates.

- To know specific vocabulary about domestic and wild animals: domestic, wild, animal,
dog, cat, horse, cow, pig, chicken, lion, elephant, bear, tiger, ant, mosquito and human.

- To understand simple messages from the teacher and classmates in the foreign language.

41
 - To produce words and simple sentences in the foreign language.

- To use the present simple tense.

10.2. Assessment instruments

To assess the teaching-learning process of the lesson plan different types of assessment
are going to be carried out and different assessment instruments are going to be used. Regarding
the types of assessment, it is necessary to mention that a formative assessment is going to be
developed throughout the five sessions and a summative assessment at the end of the lesson
plan. Furthermore, apart from the teacher’s assessment, a self-assessment and an assessment of
each session made by students are going to be implemented.

The formative assessment is going to be carried out through different ways and
instruments. Firstly, it is going to be developed through the teacher’s observation throughout
the five sessions. The observations are going to be recorded in the following observation
register:

STUDENT OBSERVATION DATE

Table 2. The teacher’s observation register (own authorship, 2020)

Moreover, children will make a portfolio in which they will have to keep the final result of the
activities in which they work with some physical materials (drawings, worksheets, etc.). Such
portfolio will be used as a formative assessment by the teacher and as a self-assessment by
children, since they will revise it together at the end of the lesson plan. There is a last way of
formative assessment and this one is going to be carried out during the last 10 minutes of the
second, third, fourth and fifth sessions. It is going to consist of making an assembly in which
each pupil will have to say something that he/she have learned that session.

Concerning the summative assessment, this one is going to be developed when the
lesson plan finishes due to the fact that the teacher is going to assess all the knowledge that
students must have acquired. The teacher will use the rubric that is shown below to carry out
the summative assessment. In such rubric, the teacher will have to assess each assessment
criterion choosing one degree of achievement: excellent, good or in process. “Excellent” will
be marked if the student who is being assessing achieves the criterion totally, it means, with a
100%. In the case of “Good”, it will be marked if the child gets what the criterion says with a

42
50% or more. Finally, the teacher will have to mark “In process” if the assessed pupil achieves
what is specified in the criterion with less than a 50% or if he/she does not achieve it.

Excellent Good In process

Knowledge about
Content domestic animals
Knowledge about
wild animals
Distinction
between the
studied domestic
and wild animals
Vocabulary
Grammar: present
simple tense
Language Pronunciation
Listening
Speaking
Interaction
Cognition Remember
(according Understand
to Bloom’s Apply
taxonomy) Analyse
Evaluate
Create
Knowledge about
the studied
animals that live
Culture in our
environment
Knowledge about
the studied
animals that do
not live in our
environment
Cooperative learning
Table 3. Summative assessment rubric (own authorship, 2020)

It can be observed the fact that the summative assessment focuses on both content and
language, which is fundamental in CLIL. Moreover, other main aspects of CLIL are included
within the rubric, such as the 4C’s and Bloom’s taxonomy. BICS, CALP, HOTS and LOTS are
also taken into account, although they are not in the rubric explicitly, but implicitly.
43
 The assessment of each session made by students is going to take place during the last
10 minutes of the last four sessions, after the formative assessment, and what children are
expected to do is to clap louder or softer depending on the success of the session. Concerning
the self-assessment, it is going to be developed at the end of the fifth session and it is going to
consist of filling in a dartboard in which green is “I know it perfectly” and red is “I do not know
it”, according to some “I can” statements. Due to the students’ age, the teacher will guide the
self-assessment showing learners an example on the digital board, explaining it and completing
it at the same time.

2. I can say what a

wild animal is.

1. I can say what a 3. I can mention

domestic animal is. domestic animals.

5. I can differentiate 4. I can name wild

between the studied animals.
domestic and wild animals.

Figure 9. Self-assessment dartboard (own authorship, 2020)

44
11. ATTENTION TO DIVERSITY

This lesson plan attends to diversity in different ways. It has been designed taking into
consideration the fact that there are eight intelligences and each child has more developed some
intelligences than others. All those intelligences, along with the different learning styles, are
addressed throughout the teaching-learning process, so the diversity is attended because all the
students have the same opportunities and facilities to learn the content according to their
prevailing intelligences. Besides that, the development of the lesson plan follows the
methodological principle of individualization, which is also essential to attend to each of the
learners.

In this specific course, formed by 24 pupils, there are not any one with special
educational needs. Nevertheless, if there was some student with special educational needs, the
teacher would have to make a curricular adaptation that allows him/her to modify the teaching-
learning process so that the student (or students) with special educational needs have the same
opportunities than the rest of the children to learn the content. Focusing on the proposed
activities in the lesson plan, it can be observed that they are very simple activities that can be
adapted with no problem to the students’ characteristics.

45
12. CONCLUSIONS

This Master Dissertation about CLIL and Multiple Intelligences Theory in Early
Childhood Education finishes with this section of conclusions. The dissertation is formed by
two main parts that allow the reader to acquire more knowledge about the mentioned topic: a
theoretical framework and a didactic proposal or lesson plan.

A detailed theoretical framework about CLIL and Multiple Intelligences Theory has
been developed after investigating a lot about those areas. Such research and the collected
information have allowed the writer to introduced herself in both knowledge fields and to
explore them, discovering the need of their presence in every teaching-learning process, since
the most of data found about them is positive. However, this final dissertation is not about a
general study of CLIL and the Theory of Multiple Intelligences, it is about their study, but in a
specific stage, which is Early Childhood Education. This fact has showed the possibilities and
the benefits of their implementation in the earliest stage, but this is the theory, because the lack
of research about the selected topic in Early Childhood Education has been checked. Therefore,
it has to be highlighted the enriching and positive data about CLIL and Multiple Intelligences
Theory, but also, the need of research about their joint implementation in Early Childhood
Education.

Subsequently, it takes place the second part of the dissertation, which is the didactic
proposal or, which is the same, the lesson plan. This one has been elaborated to be carried out
with a specific course, in a specific context, but finally, it has not been put into practice.
Nevertheless, it can be said that it is very likely its successful implementation in any class with
similar characteristics to the one specified in this document. This is due to the fact that the
studies about CLIL and Multiple Intelligences Theory in Early Childhood Education that have
been found and collected within the theoretical framework show positive results.

There were two main objectives at the beginning of the Master Dissertation: to know
more about CLIL and Multiple Intelligences Theory in general, but also about their individual
and joint implementation in Early Childhood Education in particular; and to check the impact
and the effectiveness of the implementation of CLIL and Multiple Intelligences Theory in the
teaching-learning process in Early Childhood Education. Hence, the first one has been
achieved, but the second one has not because the lesson plan has not been put into practice,
although, as it has been said, its result can be expected due to the results of previous studies.

46
 After analysing the dissertation, some limitations of it have been identified. One of them
has been the lack of implementation of the lesson plan because of the Covid-19 crisis, and the
other one, the age of students, since they belong to the stage in which they start having contact
with a foreign language and learning it, so the teacher does not how they are going to respond
exactly.

Finally, with the completion of this dissertation, a new didactic proposal has been
provided, although there are lots of studies and works related to the selected topic that can still
be developed. For instance, a new study could be about CLIL and Multiple Intelligences Theory
in the first cycle of Early Childhood Education, or a more interesting one, a longitudinal study
in which CLIL and Multiple Intelligences Theory would be taken into account to design
different lesson plans for all the courses and levels, and then, those lesson plans would have to
be implemented with a same group of learners since the beginning of their compulsory
education, in Early Childhood Education, until the end of it, in Secondary Education.

47
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APPENDICES

Appendix I. Flashcards

Figure 10. Flashcards of domestic animals (own authorship, 2020)

Figure 11. Flashcards of wild animals (own authorship, 2020)

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 Appendix II. The little white rabbit

The little white rabbit is a story written by Xosé Antonio Ballesteros Rey and illustrated
by Óscar Villán. To carry out the activity in which the teacher tells this story, different materials
need to be used: the book itself (to show it to students) and images of the characters.

Figure 12. Image of the cover of the book The little white rabbit (own authorship, 2020)

Figure 13. Images of the characters of the story The little white rabbit (own authorship, 2020)

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 Appendix III. Instrumental music

The song that should be played in this activity is Spring, composed by Antonio Vivaldi.
It can be listened by clicking on this link: https://www.youtube.com/watch?v=l-dYNttdgl0

Appendix IV. Tux Paint

To download and to install the application called Tux Paint, it is necessary to access to
the webpage by clicking on the following link: http://www.tuxpaint.org/download/

An example of the activity in which Tux Paint must be used is the one that is shown
below:

Figure 14. Example of the activity in which Tux Paint must be used (own authorship, 2020)

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Appendix V. Dice

Figure 15. Unmade dice (own authorship, 2020)

Figure 16. Dice of domestic and wild animals (own authorship, 2020)

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 Appendix VI. Worksheet

Figure 17. Worksheet (own authorship, 2020)

Appendix VII. Song of animals

The song that should be played in this activity is The animal sounds song, by
KidsTV123. It can be listened by clicking on this link:
https://www.youtube.com/watch?v=t99ULJjCsaM

Appendix VIII. Melody

The song that should be played in this activity is La Noyée, composed by Yann Tiersen.
It can be listened by clicking on this link: https://www.youtube.com/watch?v=Qf5z-
JHnSoU&list=PLqR5mqZjJLjIdTn8PwcI3Feywwx-h0nWl&index=5

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