CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

This article focuses on a key issue for the holistic education of young child in bilingual classroom: optimal development social and emotional competence when learning takes place another language. Social (SEL) has been referred to as “the substance itself” by National Commission Social, Emotional, Academic Development (2019, p. 6) research shows that beneficial effects wellbeing children are deep-reaching long-lasting. The recent growth early childhood propelled Content Integrated Learning (CLIL) forefront teacher training, methodology, into teaching processes classrooms. However, there is dearth investigating SEL CLIL. In this context, reviews brings together existing literature CLIL argues main tenets both highly compatible. Examination highlights role played classroom climate effective implementation through CLIL, challenges faced an absence specific legislation training. Finally, proposes how pedagogical strategies might be successfully established within lower pre-primary mutually children’s wellbeing.