Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language

Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

“…In turn, this may enable students to approach language tasks, for example as in this case the spontaneous speaking element of their future GCSE French studies, with more confidence. This concurs with other recent research, for example Coral and Lleixá’s (2016: 124) findings that ‘oral production increases if cooperative group organisation is used’, and that ‘pupils seem to lose their inhibitions to use foreign language spontaneously for face-to-face interaction when participating in PE tasks that include language in the activity’. In addition, Salvador-Garcia et al (2018) highlight the success of the physical education CLIL environment in reducing foreign language anxiety.…”

“…(FGP)It’s quite fast paced when you’re on the pitch so obviously you have to think fast – so if you want to say something you’ve got to say it fast so it comes out more naturally the more you do it. (FGG)These comments also appear to support Coral and Lleixá’s (2016: 124) conclusion that ‘pupils seem to lose their inhibitions to use foreign language spontaneously for face-to-face interaction and participating in PE tasks’. It seems that the pace of the physical activity, rather than detracting from efforts of foreign language use, actually facilitates it.…”

“…(FGP)It’s boosted my confidence with saying out loud because you’ve got to shout to your teammates where to go and where to pass to. (FGR)These statements appear to add to the findings of Coral and Lleixá’s (2016: 124) research into the interaction between physical education and English as a foreign language. They reported that within a cooperative group situation, each member of the group strived for the success of all of the members of the group.…”

“…For example, Fazio et al (2015) consider CLIL as a new approach to develop the pedagogical perspective in the teaching of physical education through the concept of the four Cs: content, communication, culture and cognition. Coral and Lleixá (2016) report on teaching strategies that can improve spoken communication in a foreign language (English) and identify there is little in the literature to provide practical information for teaching a CLIL approach in physical education. Salvador-Garcia and Chiva-Bartoll (2017) explore the views of teachers in the Spanish context in relation to developing English in physical education through CLIL.…”

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

“…Therefore, it is essential to look for models that help teachers to teach this content, because today's society has a great interest in it. In addition, several studies have highlighted how language teaching in content and integrated language in physical education (PE in CLIL) can lead to an improvement in confidence in the use of a foreign language [4,[46][47][48] due, fundamentally, to using them in academic tasks differently to those of other areas, where the teacher-student and student-student interaction is greater and more relaxed. For all these reasons, the importance of this work lies in knowing the possible positive or negative consequences that variables such as satisfaction/fun and boredom have to modulate in the process of teaching and learning for the student when learning a language.…”