Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Sato, Takahiro; Hodge, Samuel R.

doi:10.1177/0013124514529327

Cited by 17 publications

(23 citation statements)

References 41 publications

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“…Since it was launched in the 1990s, the European Commission and the Council of Europe have funded many initiatives in support of CLIL because it responded to a need in Europe for enhancing second-language education and bilingualism (Marsh, 2002). In the Physical Education (PE) field it is easy to encounter examples of its application in countries such as Italy, Greece or Spain among others (Salvador et al, 2017) and even similar studies which use PE to teach a second language have been developed in the USA (Lieberman et al, 2010;Nguyen & Watanabe, 2013;Santillan, Jacobs & Wright;2015;Sato & Hodge;Sato, Walton & Kim, 2017), even though these do not use CLIL methodology. Specifically, the focus setting of the current paper is the Spanish context, although some of the results presented may be interesting for the rest of countries using CLIL and/or those interested in using it or a similar method in the future.…”

Section: Introductionmentioning

confidence: 99%

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Salvador-García¹,

Chiva-Bartoll²

2017

JPES

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Abstract:Content and Language Integrated Learning (CLIL) provides students with enhanced opportunities to acquire competence in additional languages while learning different subjects. Due to its features one of the target subjects for the application of CLIL is Physical Education (PE). In this subject its application is widespread in countries such as Italy, Greece or Spain among others. The particular interest of this research focuses on the Spanish context. Spanish education is particularly sensitive to European initiatives regarding language policies. The aim of the study is to know, from the PE teachers' viewpoint, whether the essence of PE is subjected to so substantial modifications due to the introduction of CLIL that jeopardize its idiosyncrasy. We opt for a pure qualitative research method based on semi-structured interviews. Particularly, an a priori theoretical orientation that influenced the development of our research questions, interview protocols, and subsequent data analysis was used. The results found were organized in five categories of analysis: Curricular effects, Language insertion, Teaching method, Motivation and Workload. Furthermore, each category was broken into several subcategories. The application of CLIL within the Secondary education in Spain does not endanger the essence of the PE according to the interviewees' perception. However, the study may conclude that there is a need to improve the amount of workload and the acknowledgement of teachers involved, since it could result in an increase of burnout and demotivation.

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Section: Introductionmentioning

confidence: 99%

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Salvador-García¹,

Chiva-Bartoll²

2017

JPES

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“…referred to group separateness between students with and without disadvantages) (Place and Hodge, 2001). Therefore, many ELLs could not minimize gaps in their linguistic competence, understand the meaning of lessons and practices, and switch or translate between new and past PE discourse through interacting with local students (Norris and Ortega, 2006;Sato and Hodge, 2016). Miller (2010) asserted that "if students cannot be heard representing themselves and enacting of exclusion from social interaction seems inevitable" (p.73).…”

Section: Discussionmentioning

confidence: 99%

“…When PE teachers educate students with diverse backgrounds, some struggle to modify the curriculum and find relevant pedagogy related to language and cultural relations (Knop et al, 2001). For example, Sato and Hodge (2016) studied six elementary PE teachers' initial experiences and challenges in teaching newly coming ELLs in American public schools. They found that the six PE teachers encountered numerous challenges when teaching elementary-aged ELLs.…”

Section: Introductionmentioning

confidence: 99%

“…Burden et al, 2013; Columna and Lieberman, 2011;Wong Fillmore, 2004). For example, movement terminology specific to content regarding motor skills was especially difficult for ELLs to understand, because of linguistic and cultural differences (Sato and Hodge, 2016). Based on a high-quality of PE programme at the elementary level, each PE teacher is responsible for providing best practices for ELLs and addresses the needs of students with varied learning styles (standard 1.2) (Society of Health and Physical Educator, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Elementary physical educators’ positioning in teaching English language learners

Sato

Walton-Fisette

Kim

2017

European Physical Education Review

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Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education (PE) teachers’ experiences with teaching ELLs. Based on positioning theory, this study employed an interpretive case study research design. Six PE teachers volunteered to participate in the study. Data were collected from a survey questionnaire, face-to-face interviews and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences. Although each of the PE teachers expressed the view that there were challenges in working with ELLs, they believed that they should implement effective pedagogical methods (inclusive pedagogy), address social justice and diversity issues of ELLs, and develop a positive learning atmosphere for all students.

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“…In the mainstream context, ELLs are often positioned as (non‐White) immigrants and stereotyped based on their ethnicity, race, religion, or culture (Hanassab, ). In some classrooms, they are treated as uninvited guests or as invisible students who are less competent than their local, native peers (Sato & Hodge, ; Sato, Walton‐Fisette, & Kim, ; Yoon, , ) or who lack the language skills and necessary knowledge about the U.S. education system (Page, ). This deficit learner approach creates a false image that ELLs lack the ability for critical engagement (Harklau, ; Rubinstein‐Ávila, ), with the excuse that ELLs are still in the process of language acquisition (Park, ), so engaging in such linguistically demanding practices would be too challenging (Lee & Runyan, ).…”

Section: Rationale Of the Studymentioning

confidence: 99%

Engaging English language learners with critical global literacies during the pull‐out: Instructional framework

Yol

Yoon

2019

TESOL Journal

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Critical practices for promoting English language learners' global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this qualitative case study with three middle school English language learners are (1) to introduce instructional practices to promote critical global literacies in English as a second language (ESL) classrooms and (2) to discuss how English language learners respond to these critical practices in a middle school ESL pull-out setting. This article highlights the findings of the students' engagement through their actual voices and responses to the classroom activities. These findings challenge the preconceived notion that critical practices might be daunting to implement with English language learners. The findings also provide implications and practical suggestions on how to support students' language and literacy learning through the process of empowerment as socially and globally oriented individuals in this ever-changing, interconnected world.

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Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Cited by 17 publications

References 41 publications

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Elementary physical educators’ positioning in teaching English language learners

Engaging English language learners with critical global literacies during the pull‐out: Instructional framework

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