The thesis explores the use of English in preschool institutions, with a focus on classrooms that include children with special needs.
Over the past two decades, there has been a growing belief in Europe that the early introduction of a foreign language into the educational process offers numerous benefits, including the development of language competencies and multicultural awareness. One of the most recommended methods is CLIL (Content and Language Integrated Learning), which combines content and language learning and enables natural, playful, and multisensory exposure to foreign languages. Despite the many advantages, the implementation of this method in preschools poses challenges—especially when working with children with special needs, whose development requires a specialized pedagogical approach. This thesis investigates how professional staff in one of the adapted preschool programs use English in working with children with special needs and what the reasons are for its (non-)use. The central part of the research focuses on how frequently and in what ways English is incorporated into daily activities such as play, singing, and creative tasks, as well as on the opinions of professional staff regarding the usefulness of this practice for child development. The research also explores the challenges faced by professionals when incorporating a foreign language into preschool education for children with special needs, who may have speech and language disorders, attention difficulties, or sensory impairments. A qualitative research method was used, specifically fourteen structured interviews, which provided in-depth insight into the opinions and experiences of the professional staff. The sample included professionals such as speech therapists, physiotherapists, occupational therapists, preschool teachers, and teacher assistants who work in preschool institutions implementing adapted programs for children with special needs (five preschool teachers, six teaching assistants, one speech therapist, one physiotherapist, and one occupational therapist). Thematic analysis of the responses enabled the identification of key challenges in introducing a foreign language and revealed the factors that influence the success of such practices in these settings. The results showed that professionals most often integrate English into daily activities, though this use is typically limited to singing and playful tasks. Professionals often face challenges such as a lack of training in foreign language teaching and insufficient teaching materials. Most believe that using English is beneficial for children but stress that the introduction of a foreign language must be aligned with the children's developmental needs. The aim of the thesis was to contribute to a better understanding of how professional staff perceive the relevance and appropriateness of foreign language use in preschool institutions, especially in classrooms for children with special needs. The study also highlights possibilities for improving methodology, educator training, and the provision of appropriate teaching materials, which would ensure equal access to foreign language learning for all children, regardless of their specific needs.
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