Storytelling-CLIL in Technical-Vocational Training for Early Childhood Education: A Documentary Analysis of a Pedagogical Experience

Abstract

Objective: To systematize a pedagogical innovation experience based on storytelling within a Content and Language Integrated Learning (CLIL) approach, drawing on documentary evidence generated throughout its design and implementation in technical and vocational education and training for Early Childhood Education students enrolled in the Early Childhood Care specialization at Liceo Comercial de Puente Alto. Methods: A curricular innovation project was systematized based on collaborative work, workplace internships, the design of teaching units, storytelling in English, performance rubrics, CLIL-based observation, and formative assessment strategies. The experience involved collaboration among Liceo Comercial de Puente Alto, the Puente Alto Municipal Education Corporation, and Colegio Almenar del Maipo. Results: The project enabled the development of an intervention model comprising five components: interdisciplinary planning, teacher support, resource development, implementation of workplace internships, and rubric-based assessment. The instruments developed reflect a strong emphasis on technical, personal, professional, and linguistic competencies. Conclusions: The initiative represents a public-private collaboration experience with the potential to strengthen technical and vocational education and training pathways, integrate English language learning with Early Childhood Education knowledge and practices, and enhance students’ preparation for authentic workplace contexts.