Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees

Abstract

BackgroundA physical education (PE) intervention for young refugees was designed combining physical activity within the context of primary PE games with second language learning activities in German. The intervention was based on theoretical implications from the field of second language acquisition and evidence for positive effects of physical activity on cognitive outcomes (e.g. language acquisition). The aim of this study was to analyze short term effects on second language acquisition.MethodsSixty-one young refugees were included in the study (age: 8.5 ± 1.4 years). The intervention group participated in language-enriched PE lessons based on an elaborated approach to second language learning acquisition. The control group did not receive any treatment. Both groups were pre-and post-tested in domain specific vocabulary, listening comprehension and use of local prepositions within the context of primary PE games.ResultsResults from linear mixed-effect modelling suggest that the intervention group significantly improved domain specific vocabulary and listening comprehension in comparison to the control group.ConclusionsThe intervention was successful since the PE lessons contributed to the second language acquisition of young refugees. Therefore, this learning approach might also be useful for physical activity based second language learning activities in other PE contexts for early second language learners in primary school.

Physical Activities and Second Language Proficiencies; A Systematic Review

“…The next study by kruger [14] is a pilot study to sixty-one young refugees joining physical education (PE) class with a modification of physical activity within the context of primary PE games with L2 learning activities in German. The study aims to analyze the short term effects of physical activities on L2 acquisition.…”

Effectiveness of a Motor Intervention Program on Motivation and Learning of English Vocabulary in Preschoolers: A Pilot Study

“…As discussed throughout the introduction, several studies confirm the benefits of physical activity and the positive relationship between physical activity and academic performance [12,14,18,19]. This makes it an effective tool in teaching for the development of cognitive content [11,12,13,15,22,45,46,47,48,49,50] since play and movement are significant resources for children. In this way, attention [14,17] and motivation towards learning is improved [14,15,16].…”

“…In this way, attention [14,17] and motivation towards learning is improved [14,15,16]. Specifically, the use of programs based on games and movement within teaching of a second foreign language can improve the learning of cognitive contents, behavior, and health at early ages [15,22,34,38,41,42,46,58].…”

“…Further studies that have rolled out similar interventions have also found results which corroborate those of the present research, in that motivation and performance of a memory test forvocabulary pertaining to a second language was improved relative to traditional teaching approaches. These other comparable interventions included rhythmic skills and gestures [37,38], rhymes and songs accompanied by gesturessimulation [42], activities and gestures [58], active games [46], and sports or physical bodily expression [72]. In contrast, the study carried out by Albadalejo et al [41] demonstrated better vocabulary learning in 2- to 3-year-old students using stories and short stories rather than rhythmic methods in which songs were used either alone or in combination (stories and songs).…”

“…In this line, in recent years, several studies have been carried out which sought to integrate physical activity into other different curricular contents such as Mathematics, Language, Science, or English [45,46,47,48]. These have highlighted the improvement that occurs to the academic performance of students, amongst other benefits.…”