Paper Title
PSYCHOLINGUISTIC DEVELOPMENT AND CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) ACROSS EARLY CHILDHOOD

Abstract
Abstract - This experimental study investigates the relationship between Content and Language Integrated Learning (CLIL) and psycholinguistic development throughout early childhood in Turkey. The study also aims to ascertain the attitudes of both content and language teachers toward CLIL, its effects on student success, language proficiency, and its impact on their motivation to learn the target language. Observations were conducted, implementing the CLIL approach explicitly within classroom settings. The mean differences of the observation forms, questionnaires, intrinsic motivation inventory, pre-tests, and post-tests were analyzed using independent sample t-tests in SPSS (Statistical Package for Social Sciences 25.0) for both the experimental and control groups. The results of the study indicate that the group exposed to CLIL demonstrated more positive performance in terms of success, motivation, and psycholinguistic development. Furthermore, the study reveals that teachers who implemented the CLIL approach in their classrooms found it to be effective for teaching and learning a target language. Overall, the findings of this research suggest that students exposed to the CLIL approach experienced greater success, motivation, and psycholinguistic development, and their teachers held positive attitudes towards the implementation of CLIL. Further research is warranted to gain deeper insights into the potential associations between the CLIL approach and psycholinguistic development in the English Language Teaching (ELT) context over an extended timeframe. Keywords - Psycholinguistics, Psycholinguistic Development, Success, Motivation, Content and Language Integrated Learning (CLIL), Early Childhood.