Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

Burden, Joe W.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martínez de la Vega

doi:10.1080/00336297.2013.773528

Cited by 17 publications

(12 citation statements)

References 27 publications

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“…Finally, school districts must aggressively recruit culturally and linguistically diverse PE teachers (Burden et al, 2013; Burden, Hodge, O’Bryant, & Harrison, 2004) and infuse ethnolinguistic approaches into PE teacher training (Burden et al, 2013; Columna et al, 2010). This recommendation may help avoid a denial of difference (not recognizing cultural differences) and defense against (cultural differences discriminated by a negative evaluation based on one’s native culture; DeSensi, 1995).…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

“…To better prepare PE teacher candidates for implementing culturally and ethnolinguistically relevant pedagogies, we encourage PE teacher education (PETE) program faculty to use existing courses or to develop courses (e.g., coursework in intercultural language education and intercultural competence) whereby teacher candidates gain greater competency in working with culturally and linguistically diverse student populations (Burden et al, 2013). Likewise, school districts should offer professional development workshops on implementing culturally and ethnolinguistically relevant pedagogies in PE.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

“…Ernst-Slavit and Mason (2011) have asserted that the meaning of technical phrases in physical education (PE), such as object control and locomotor skills, is easily understood by most English-speaking elementary-age students, but is much more difficult for their ELL peers. Communication differences may have negative implications for teachers and ELLs in PE environments (Burden, Columna, Hodge, & Martínez de la Vega Mansilla, 2013; Columna, Foley, & Lytle, 2010; Columna & Lieberman, 2011; Lieberman, Columna, Martinez de la Vega, & Taylor, 2010). Language differences are key factors in the gap in academic achievement between English-speaking students and ELLs (Wong Fillmore, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…They deserve to receive appropriate instruction, yet this is problematic because “many ELLs spend their school day with local children and students in the classrooms in which many teachers have little or no training in the differential learning and developmental needs” (Herrera & Murray, 2005, p. 6). It has been argued that inadequate professional preparation to address language differences has negative implications for PE teachers and their ELLs (Burden et al, 2013; Columna et al, 2010; Columna & Lieberman, 2011; Lieberman et al, 2010), so it is important to gain an understanding of the problems facing these students and their teachers and how to solve them.…”

Section: Introductionmentioning

confidence: 99%

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Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Sato

Hodge

2014

Education and Urban Society

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The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive–qualitative. The primary sources of data were face-to-face interviews, and the transcript data were analyzed using NVivo 8 software and constant comparative method. The recurrent themes that emerged from the data were as follows: (a) pedagogical challenges; (b) traumatized; (c) irritations, frustrations, and expectations; and (d) cultural dissonance. These themes reflect the teachers’ positioning that teaching ELLs is difficult and complicated. There is pressing need for PE teacher candidates and practicing teachers to receive professional preparation and development training in implementing culturally and ethnolinguistically relevant pedagogies effectively.

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Section: Recommendations and Conclusionmentioning

confidence: 99%

Section: Recommendations and Conclusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Sato

Hodge

2014

Education and Urban Society

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“…Communication and language differences may have negative implications for teachers and ELLs in PE environments (e.g. 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).…”

Section: Introductionmentioning

confidence: 99%

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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The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

2013

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Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

Cited by 17 publications

References 27 publications

Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Elementary physical educators’ positioning in teaching English language learners

The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

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