Bilingual Physical Education: The Effects of CLIL on Physical Activity Levels

Autor/inn/en	Salvador-García, Celina; Chiva-Bartoll, Oscar; Capella-Peris, Carlos
Titel	Bilingual Physical Education: The Effects of CLIL on Physical Activity Levels
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.156-165 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salvador-García, Celina) ORCID (Chiva-Bartoll, Oscar) ORCID (Capella-Peris, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1639131
Schlagwörter	Physical Education; Content and Language Integrated Learning; Bilingual Education; Language of Instruction; Physical Activity Level; Second Language Learning; Teaching Methods; Interpersonal Communication; Secondary School Students; Gender Differences; Spanish; English (Second Language); Physical Education Teachers; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; CLIL; Lernkonzept; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Sekundarschüler; Geschlechterkonflikt; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Spanien
Abstract	Physical education (PE) is often the subject chosen for applying multilingual initiatives based on content and language integrated learning (CLIL). Some research literature (Lynott, F. J. 2008. "Integrating Other Subject Matter without Jeopardizing Physical Education Goals: The Content Linkage Approach." Strategies 22 (1): 10-17; Merino, J. 2016. "Non-Linguistic Content in CLIL: Is Its Learning Diminished?" In "CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices," edited by D. Lasagabaster, and A. Doiz, 17-43. Bern: Peter Lang) suggests that this subject could lose its essence if too much emphasis is placed on language learning, as it could lead to a reduction in moderate-vigorous physical activity (MVPA), which is directly related to healthy lifestyles. Given that PE needs to increase MVPA, while also allowing students to learn new languages, the purpose of this study is to analyse whether CLIL affects the levels of MVPA and, if so, to understand how and why. Through a mixed methodological approach based on a sequential explanatory design, data were collected and analysed in two consecutive phases: a quantitative one (n = 49) based on a quasi-experimental design in which mixed and factorial ANOVA were applied; and a qualitative one based on a subsequent analysis of interviews with 13 participants. The results show that levels of MVPA are higher in the experimental group (CLIL) due to the greater attention paid and the use of certain communicative teaching strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01