The Effect of the CLIL Approach on Promoting Multiple Intelligences in the Development of A1 Bilingual EFL Learners' Writing Skills

This study investigates the impact of Content and Language Integrated Learning (CLIL) on the development of multiple intelligences (MI) and writing skills among A1 bilingual (Russian-Greek) learners of English as a Foreign Language (EFL). Conducted with five 8-9-year-old students in Greece, the research employs qualitative reflective teaching methods, including lesson design, observation, interviews, and artifact assessment, in order to explore how CLIL fosters MI and literacy. Findings indicate that MI promotion through CLIL positively influences learners’ writing abilities, with bilingualism providing cognitive advantages. The study underscores the importance of integrating MI and CLIL to enhance early language education, offering pedagogical implications for multilingual contexts.