Page 37 - Diversity in Action

Developing Linguistic and Cultural Awareness at an Early Age

experience, where an additional language is used to teach both content
and language. It is described as ‘the experience of learning non-language
subjects through a foreign language’ (Marsh, 2012) and has become widely
adopted across Europe over the past three decades. In early education set-
tings such as kindergartens and primary schools, CLIL naturally incorpo-
rates forms of early language learning (Marsh, 2012). The approach priori-
tises learning languages in realistic, natural contexts where the content takes
precedence over language structure. The model provides opportunities to
integrate language with various content areas such as creative arts, mathe-
matics, social skills, and science.
Another effective strategy is Total Physical Response (TPR), particularly
useful in the initial stages of language learning and the pre-literacy period.
TPR emphasises listening comprehension through action-based learning,
where students internalise language structures and phrases via physical
commands. TPR is especially impactful when combined with other teaching
strategies, as it highlights the benefits of using movement to enhance lan-
guage acquisition. Research (Čok et al., 1999) indicates that pairing spoken
words with physical actions strengthens language learning, as movement
enriches the experience.
Physical play also supports cognitive, emotional, and social development
while fostering positive attitudes toward language learning and self-esteem
(Tomlinson & Masuhara, 2009). Incorporating physical activities into lan-
guage instruction provides meaningful contexts for language use, aligning
with children’s natural need for movement. This approach not only boosts
attention spans but also facilitates verbal, visual, and kinaesthetic learning,
making it highly compatible with young learners’ developmental needs (Čok
et al., 1999).
The importance of movement was emphasised also by the results of the
model piloting. The teachers observed that the children responded more
readily and enthusiastically to the activities which were based on movement
and TPR (Bratož & Sila, 2022; Žefran et al., 2025).

Children Participation
A key aspect of the model is children’s active participation, which is also re-
flected in the dimension of exposure to cultural diversity. As Rutar (2014)
notes, participation is considered a fundamental element of an inclusive so-
ciety, where it is important to recognise children and young people as active
participants. This involvement must include all children, including the most
vulnerable and those from diverse socio-cultural and linguistic backgrounds.

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